Learning And Teaching

Transcript

Preface XI ~ I Research and Teaching Defining Good Teaching 3 Research in Teaching: An Historical Perspective 4 5 Studies ~f 'Teacher Characteristics The Search for the Right Method 5 School-Level Research 6 'Teacher Effectiveness Research: Teachers Do Make a Difference Beyond Effective 'Teaching: A Focus on Student Learning 7 Contemporary Views of Teaching and Learning 8 From Behaviorist to Cognitive Perspectives 8 Constructivism: Students as Creators of Understanding Learner- Centered Psychological Principles 9 Text Themes 10 The Diversity if Our Learners 10 Hiays ~f Enhancing Learner Motivation 11 The Use ~f 'Technology for Increasing Learning 6 9 12 Learning to Teach 13 Knowledge of Subject Matter 13 Pedagogical Content Knowledge 13 Knowledge if 'Teaching and Learning 14 'Teaching Strategies 15 'Teacher Decision Making 16 Learning to 'Teach in an Era of Reform 18 Standards-Based Professional Development 19 Developing a Prcfessional Portfolio 23 ~ 2 Student Diversity 31 Capitalizing on Cultural Diversity 33 Multicultural Education: The Challenge Theories ~f Minority Achievement 34 Culturally Responsive 'Teaching 37 34 III IV • www.ablongman.com/kauchak4e CONTENTS Language Diversity 40 English Dialects 40 English Language Development Programs 41 Students Placed at Risk: Teaching the Children of Poverty Students Placed at Risk: Understanding the Problem 44 45 Resiliency: Capitalizing on Student Strengths 'Teaching Students Placed at Risk 46 48 Motivation: The Needfor Challenge Teaching Students with Different Learning Abilities Intelligence: What Does It Mean? 50 Multiple Intelligences: The lMJrk if Howard Gardner Intellectual Diversity: Implications for 'Teaching 51 43 49 51 Learning Styles 56 Field Dependence/Independence 56 Conceptual 'Tempo: Impulsiue and Reflective Learners 57 Classroom Learning Styles: The Work if Dunn and Dunn 57 Learning Styles: Implications for 'Teaching 58 Students with Exceptionalities 59 lMJrking with Students with Exceptionalities: Supportfor Classroom 'Teachers 61 The Exceptional Student Population 62 The Teacher's Role in lMJrking with Students with Exceptionalities 63 Adapting Instruction for Students with Exceptionalities Technology as a Molfor Inclusion 64 ~ 3 Teacher Planning: Research and Reality Planning: A Functional Analysis 72 75 Variables in Instructional Planning 77 The 'Teacher 77 Learners 78 Motivation: An Integral Part if Planning Content 80 Teaching Context 80 Materials and Resources 83 Time 84 79 The Linear Rational Model: A Sequential Planning Model Goals: A Beginning Pointfor Teacher Planning 85 85 Kinds of Goals: The Three Domains 87 Long-'Term Planning Unit Planning 91 84 60 JChak4e CONTENTS. Lesson Planning 98 Instructional Alignment: A Key to Learning 101 Integrating the Curriculum: Interdisciplinary and Thematic Units An Integrated Continuum 102 Designing and Implementing Integrated Units Research on Integrated Planning 103 104 Research on Teacher Planning I05 Planning for Diversity: Individualized Instruction Vilrying Time 109 Vilrying Learning Objectives 110 Adapting Instructional Materials 110 Offering Different Learning Activities ~ 108 110 Ifchnology as a ToolJor Individualizing Instruction 111 1- 119 Effective Teaching: The Research Base Classroom Climate: A Prerequisite to Learning 122 Acceptance and Caring: The Human Diversity oj Ifaching A Safe and Orderly Learning Environment A Learning-Focused Classroom 124 125 Effective Teaching and the Concept of Time Allocated Time: Priorities in the Curriculum 126 126 Instructional Time: TimeJrom a Learner's Perspective Engaged Time: Time Jrom a Learner's Perspective Academic Learning Time: The Role oj Success A General Instructional Model 130 Effective Communication 138 Effective Lesson Beginnings Focus 139 Ending Lessons Effectively Closure Assessment 139 139 Developing the Lesson 143 144 134 134 Effective Communication: ImplicationsJor Teachers Review 128 129 130 Teacher Attitudes, Learner Diversity, and Motivation Organization 127 129 Characteristics of Effective Teachers Teacher Attitudes 123 141 142 138 101 v 1 VI • www.ablongman.com/kauchak4e CONTENTS ~ 5 Increasing Learning through Student Involvement 152 Student Involvement: A Key to Learning and Motivation Student Involvement: The Need for Clear Goals 159 159 Student Involvement: The Role of Content Representations Effective Content Representations: Using Technology Effective Content Representations: Accommodating Learner Diversity Increasing Student Involvement: Teacher Questioning Functions of Teacher Questions Elements of Effective Ouestioning Questioning Frequency 167 Equitable Distribution 167 Prompting 164 164 Questioning: The Influence on Student Thinking 164 166 168 IijJective Questioning: Increasing Student Motivation Tfait Time 171 173 Repetition for Emphasis 174 175 Effective Questioning: Diverse Students Classroom Ouestions: Additional Issues 175 High-Level versus Low-Level Questions 176 Bloom's 'Taxonomy: A Sequential Questioning Strategy Selecting Students Callouts 177 181 181 Choral Responses 182 ~ 6 Creating Productive Learning Environments: Classroom Management 189 The Importance of Classroom Management Classroom Management: A Definition 190 191 192 Management Goals: Learning and Self-Regulation 193 Creating Responsibility-Oriented Classrooms Management: An Historical Perspective 193 Planning for Classroom Management Student Characteristics The Physical Environment 195 196 196 Classroom Rules: Establishing Standards for Behavior Procedures: Creating an Efficient Learning Environment Implementing Management Plans 203 . Implementing Plans: The First 10 Days 204 160 • 162 198 201 163 t:hak4e CONTENTS • Learner Diversity: Challenges to Home-School Communication The Relationship between Management and Instruction Management Interventions D£ifining Misbehavior 209 212 213 Dealing with Individual Problems • 215 Serious Management Problems: Violence and Aggression 216 ~ 7 Constructivist Approaches to Instruction Constructivism: A View of Learning Characteristics of Constructivism 223 230 231 232 Learners Construct Understanding 233 New Learning Depends on Current Understanding Social Interaction Increases Learning 233 Authentic Tasks Promote Understanding 233 234 235 Constructivist Learning Activities and Student Motivation Misconceptions about Constructivist Learning Activities Planning for Constructivist Learning Activities Identifying Clear and Precise Goals PlanningJor Social Interaction 236 236 Multiple Representations if Content 237 240 241 PlanningJor Productive Learning Environments 241 PlanningJor Assessment Conducting Constructivist Learning Activities if Social Interaction Ongoing Assessment ~ 8 242 245 The Influence if Existing Understanding The Role 207 212 An Intervention Continuum Lesson Focus VII 245 246 246 Learning and Teaching Concepts Understanding Concepts 255 Concepts: Categories that Simplify the VVorld Theories if Concept Learning 252 256 257 Representing Concepts: Examples and Nonexamples What Makes Concepts Easy or Hard to Learn? 258 261 Concept Learning: Misconceptions and Conceptual Change Making Concepts Meaningful: Superordinate, Coordinate, and Subordinate Concepts 262 261 VIII • www.ablongman.com/kauchak4e CONTENTS Planning for Concept Learning and Teaching Identifying Precise Goals 265 Goals and Examples 265 264 Teaching Concepts: Involving Students in Learning 266 Deductive Concept 'Teaching: A Teacher-Centered Approach 266 Inductive Concept 'Teaching: A Learner-Centered Approach 268 A Comparison if Deductive and Inductive Approaches to Concept 'Teaching Spontaneous Concept 'Teaching 272 269 Understanding Relationships among Concepts: Generalizations, Principles, and Academic Rules 273 Teaching Generalizations, Principles, and Academic Rules 275 Planning jor 'Teaching Generalizations, Principles, and Academic Rules 275 Implementing Lessons for Teaching Generalizations, Principles, and Academic Rules Accommodating Diversity in Concept Learning and Teaching Utilizing Technology in Concept Learning 277 ~ " Capitalizing on Social Interaction 284 Social Interaction: Theoretical Perspectives Developmental Theories 286 Elaboration Theory 287 Motivation Theory 288 286 Using Groupwork to Facilitate Learning 288 Organizing and Conducting Groupwork Activities VVc>rking in Pairs: Introducing Groupwork 290 VVc>rking with Larger Groups 290 Combining Pairs 290 Groupwork with Higher-Level Tasks 292 289 Cooperative Learning 292 Cooperative Learning: TIle Essential Components 294 Cooperative Learning: Getting Started 295 STAD: Student 'Teams-Achievement Division 297 Jigsaw II 301 Group Investigation 303 Computer-Mediated Communication: Using 'Technology to Facilitate Cooperative Learning 306 Using Cooperative Learning to Capitalize on Diversity 308 Discussions 309 Using Discussions to Promote Student Growth 310 Promoting Cognitive Growth with Discussions: Planning 311 276 275 JChak4e CONTENTS. Promoting Cognitive Growth with Discussions: Implementation 313 315 Affective Discussions: Promoting Ethical and Moral Growth Peer Tutoring: Students as Resources Research on Peer Tutoring 318 A Basic Peer Tutoring Model 319 PlanningJor Peer Tutoring 319 Implementing Peer Tutoring Activities ~ 10 Problem,Based Instruction 275 317 320 326 Problem'Based Learning 327 Problem-Based Instruction: An Overview 327 Problem-Based Instruction: Theoretical Foundations 329 Project'Based Learning 330 Essential Components 330 Implementing Project-Based Instruction in the Classroom Research on Project-Based Instruction 335 332 Problem Solving 336 VVell-Difined and Ill-Defined Problems 338 A Problem-Solving Model 338 341 Helping Learners Become Better Problem Solvers Anchored Instruction: 'Technology as a TOol to 'Teach Problem Solving Inquiry Strategies 346 Identifying a Question 348 Forming Hypotheses 348 Gathering Data 349 Assessing Hypotheses 350 Generalizing 352 352 Analyzing the Inquiry Process ~ II Teacher,Centered Instruction 357 Teacher-Centered and Learner-Centered Instruction Characteristics of Teacher,Centered Instruction Types of Teacher-Centered Instruction 361 Direct Instruction 361 Procedural Skills 362 Direct Instruction: The Research Base 363 Goals if Direct Instruction 364 Planning for Direct Instruction 366 Implementing Direct Instruction Lessons 368 361 360 344 IX x • www.ablongman.com/kauchak4e CONTENTS Lecture Discussions: Teacher-Centered Strategies for Teaching Organized Bodies of Knowledge 375 Organized Bodies if Knowledge: Integrating Facts, Concepts, and Generalizations Using Lectures to 'Teach Organized Bodies if Knowledge 379 Lecture Discussions: An Alternative to Standard Lectures 380 Planningfor Lecture Discussions 380 Implementing Lecture Discussion Lessons 382 ~ IZ Assessing Learner Understanding Classroom Assessment 397 Measurement and Evaluation 397 398 398 Functions of an Assessment System Characteristics 395 if Effective Assessment 'Teachers' Assessment Patterns 400 Using Traditional Assessment Practices to Promote Learning Preparing Students Administering 'Tests 405 Examining Results 406 Research on Classroom 'Testing: Implicationsfor 'Teachers Alternative Assessment 408 412 Accommodating Diversity: Reducing Bias in Assessment Provide Practice with 'Test Iaking 'Teach 'Test- Iaking Strategies 413 413 Consider Use if Language in Items 414 Make Provisionsfor Nonnative English Speakers Designing an Assessment System Grades and Grading Communication 414 415 417 Using Technology in Assessment 422 Planning and Constructing 'Tests 422 Analyzing 'Test Data 425 Maintaining Students Records References 434 Author Index 452 Subject Index 458 407 408 Peformance Assessment Portfolio Assessment 401 404 427 414 413 378 1Chak4e 378 Research continues to highlight the central role teachers play in determining the quality oflearning in classrooms. Teachers do make a difference in how much students learn, and this difference depends on how they teach. The influence of teachers on both student achievement and motivation is even more convincingly documented in the research literature than it was in 1989, when the first edition of this text was pub­ lished. Knowledge of research continues to be the primary way teachers become ef­ fective professionals. The goal of this text is to translate the results of research into methods that preservice and in-service teachers use to increase learning and student motivation. This book brings together two areas ofthe educational literature. One is the research on how teaching influences learning, which includes a wide range of studies conducted since the early 1970s. While originally grounded in the research on effective teaching, this literature has expanded to include topics such as teacher and student cognition, con­ structivism, teaching for understanding, and the importance of social interaction in learning. Teaching methodology is the second area addressed in this book. Methods texts typically stress teaching procedures viewed as desirable, based on the state of the art at the time. The emphasis in these texts is on classroom application, with less emphasis on research. This edition attempts to combine the best of these two areas. We apply the research on teaching to strategies that are theoretically sound, yet practical and usable. This interpretation of the literature has been enriched by our work in the schools; as we've used this book in our classes, teachers and students have helped us ensure that our applications are effective and true to the complexities of today's schools and students. GOALS OF THIS TEXT We have two goals in combining these areas: • To change how teachers think about teaching • To change how they actually teach Researchers studying the way people learn to teach focus on two areas: (1) teacher thinking, and (2) teacher knowledge (Borko & Putnam, 1996). The way teachers think and what they know are the two major factors that influence how they actually teach. And the way teachers think depends on what they know; in other words, teacher thinking and teacher knowledge are interdependent. So, to meet our goals, we attempt to help teachers acquire the background knowledge that will influence both their thinking and the way they actually work in classrooms. This knowledge is grounded in the rapidly expanding research base that is making teaching increasingly professional. XI XII • www.ablongman.com/kauchak4e PREFACE Without the research to provide a conceptual foundation, methods become me­ chanical applications of rules implemented without understanding. On the other hand, without practical suggestions for teaching practice, the research literature remains ab­ stract and irrelevant. In this edition we again try to avoid both pitfalls by emphasizing the conceptual underpinnings of the research and the implications of this research for actual classroom practice. PORTFOLIOS AND PROFESSIONAL GROWTH As we've moved into the twenty-first century, increased emphasis is being placed on teacher professionalism (Cochran-Smith, 2001). Professionals are not only knowledge­ able and skilled but are also able to reflect on their growth as educators. This emphasis is reflected in the increased use of teacher portfolios-collections of work over time­ to document their professional growth. We have added two features in this text to assist you in using portfolios. A section in Chapter 1, Developing a Professional Portfolio, describes what portfolios are and how you can use this text to begin developing a portfolio. Portfolio Activities at the end of each chapter provide concrete suggestions for portfolio entries as well as questions for reflection. The combination of portfolio activities and questions are designed to help you integrate and personalize text content as you grow professionally. TEXT THEMES Tcday's schools are changing and these changes present both opportunities and chal­ lenges. To address these changes, we have organized the fourth edition around three powerful and pervasive forces in education. These forces provide the basis for three themes that are integrated and applied throughout the text. They are: • The diversity of our learners • Ways of enhancing learner motivation • The use of technology for increasing learning The diversity of our learners reflects the growing diversity of our country. This di­ versity has important implications for the way we teach. In addition to an entire chapter on diversity (Chapter 2), we also address the topic of diversity in the following chapters: CHAPTER 3 4 5 6 9 12 DIVERSITY SECTION Planning for Diversity: Individualized Instruction Teacher Attitudes, Learner Diversity, and Motivation Effective Questioning: Involving Diverse Learners Learner Diversity: Challenges to Home-School Communication Using Cooperative Learning to Capitalize on Diversity Accommodating Diversity: Reducing Bias in Assessment Learner motivation is receiving increased attention both in the schools and in the research literature. The development of motivated and self-regulated learners is becom­ PREFACE. xiii ing ever more important to both teachers and researchers. We describe different per­ spectives on motivation in the following chapters: CHAPTER 2 3 4 5 7 10 11 MOTIVATION SECTION Motivation: The Need for Challenge Motivation: An Integral Part of Planning Teacher Attitudes, Learner Diversity, and Motivation Effective Questioning: Increasing Student Motivation Constructivist Learning Activities and Student Motivation Motivation and Problem-Based Instruction The Motivational Benefits of Effective Feedback Technology is the third theme of this edition. Technology is changing the way we live as well as the way we learn and teach. Various forms of technology, including com­ puters, the Internet, videodiscs, videotape, and educational television are all influencing the ways we teach. Tomorrow's teachers need to know how to integrate technology into their teaching. We address applications of technology in the following chapters: CHAPTER 2 3 7 8 9 10 12 TECHNOLOGY SECTION Technology as a Tool for Inclusion Technology as a Tool for Individualizing Instruction Using Technology to Represent Content: Databases and Construct Knowledge Utilizing Technology in Concept Learning Computer-Mediated Communication: Using Technology to Facilitate Cooperative Learning Anchored Instruction: Technology as a Tool to Teach Problem Solving Using Technology in Assessment As we used this text in our classrooms and listened to the suggestions of our col­ leagues, we have made the following pedagogical additions to the fourth edition: • Developing a Professional Portfolio • Portfolio Activities • Outcomes-Based Education • National Reforms • Standards-Based Professional Development • INTASC Standards • National Board Certification • Assistive Technology • Working with ESL Students • Expanded Coverage of Project-Based Learning These changes reflect the changing realities of modern classrooms as well as the new re­ sponsibilities that today's teachers carry. XlV • PREFACE www.ablongman.com/kauchak4e We sincerely thank our colleagues who reviewed the previous editions as well as new manuscript; their experience, insights, criticisms, and suggestions assisted our de­ cisions concerning diversity, motivation, and technology: Alan A. Block, University of Wisconsin-Stout; John-Michael Bodi, Bridgewater State College; Randy Brown, University of Central Oklahoma; Greg Bryant, Towson State University; Marjorie Checkoway, Madonna University; Thomas A. Drazdowski, King's College; Mary Dean Dumais, Kean University; Margaret Ferrara, Central Connecticut State Univer­ sity; Dee Ann Holmes, Emporia State University; Susan Johnson, Northwestern Col­ lege; Daniel Kain, Northern Arizona University; James Koper, Western Kentucky University; Robert Locatelli, University of Nevada-Las Vegas; Marc Mahlios, Uni­ versity of Kansas; Mary E. Outlaw, Berry College; Laura M. Stough, Texas A&M University; Suzanne M. Tochterman, Colorado State University. We hope our new and revised edition helps you prepare for the challenges of teaching in the twenty-first century. D.K. P. E. auchak4e s well as our de­ ersity of Brown, 1aJjorie -; Mary Jniver­ rn Col­ 'ntucky s, Uni- A&M .ir new ty-first D.K. FE. I. Defining good teaching II. Research in teaching: An historical perspective A. Studies of teacher characteristics B. The search for the right method C. School-level research D. Teacher effectiveness research: Teachers do make a difference E. Beyond effective teaching: A focus on student learning III. Contemporary views of teaching and learning A. From behaviorist to cognitive perspectives B. Constructivism: Students as creators of understanding C. Student-centered psychological principles IV Text themes A. The diversity of our students B. Ways of enhancing student motivation C. The use of technology for increasing learning V Learning to teach A. Knowledge of subject matter B. Pedagogical content knowledge C. Knowledge of teaching and learning D. Teaching strategies E. Teacher decision making E Learning to teach in an era of reform G. Standards-based professional development H. Developing a professional portfolio VI. Using this book to learn to teach T hi s book is about teaching and the different ways teachers help students learn. Next to the students themselves, teachers are the most important influence on school learning. This chapter begins by examining the concept of effective teaching, briefly outlining its history, and illustrating how research can be used to improve the way you teach and how students learn. In this chapter we also describe the different components of learning to teach. Pedagogical content knowledge enables teachers to present topics in understandable ways. Knowledge if basic principles {if teaching and learning helps teachers un­ derstand connections between their actions and student achievement. Teaching strategies translate research into classroom-oriented plans for action. These three components are tied together by teacher decision making, which integrates them into purposeful teacher actions. Finally, in this chapter we introduce the themes that run through this text. These themes remind us of the diversity of our learners, why learner motivation is critical, and how technology can be used to increase achievement. When you've completed your study of this chapter, you should be able to meet the following objectives: • Explain how research contributes to the process oflearning to teach. • Describe different views oflearning and explain how they influence teaching. • Describe the process oflearning to teach in terms of pedagogical content knowledge, knowledge of teaching and learning, teaching strategies, and teacher decision making. • Implement lessons that accommodate learner diversity, increase motivation, and capitalize on the benefits of technology. ----------------Three middle school teachers were eating lunch together on their 40-minute break be­ tween classes. After weather andlocal politics, the conversation turned to teaching, or, more specifically, to students. "How are your seventh graders this year?" Paul Escobar asked. "I can't seem to get them motivated." Stan Williams replied with a frown, "I've got three basic math classes, and I've spent the first two months reviewing stuff they're supposed to know already. They don't seem to want to think," he concluded, turning to the others with an exasperated look. "Mine aren't so bad," Leona Foster replied. "In fact, the other day we had a great dis­ cussion on individual rights. We were discussing the Bill of Rights, and some of them actu­ RESEARCH AND TEACHING. rung form 60 t.Next school briefly ay you onents pies in :rs un­ ralegies Us are oseful Olese [how -r the ng. and 3 ally got excited about it. And it was even one of my slower classes. ( was impressed with some of their comments." "But how am l going to get them to think if they don't even know how to multiply or divider Stan answered in frustration. "l know what you're talking about, Stan," Paul Escabar interjected. T m supposed to teach them to write, but they don't even know basic grammar. How am I supposed to teach them subject-verb agreement when they don't know what a noun or verb is?" "Exactly!" Stan answered. "We've got to teach them basics before we can teach them all the other stuff, like problem solving and thinking skills." T m not so sure about that," Paul replied. "I had a real eye opener the other day.... Let me tell you about it. I've been going to workshops on using writing teams to teach composition. ] tried it out, putting high- and low-ability students on the same team. They were supposed to write a critical review of a short story we had read, using television movie critics as a model. We talked a little about basic concepts like plot and action, watched a short clip of two movie critics arguing about a movie, then] turned them loose. ] couldn't believe it-some of the kids that never participate actually got excited." "That's all fine and good for English classes, but I'm a math teacher. What am] sup­ posed to do, have them critique math problems? 'Oh, ] give this math problem two thumbs up!' Besides, these are supposed to be middle school students. I shouldn't have to sugar coat the content. They should come ready to learn. My job is to teach; theirs is to learn. It's as simple as that." DEFINING GOOD TEACHING "It's as simple as that" ... Or is it? Teaching has always been a challenging profession, but changes both within and outside classrooms have made it even more challenging. Schools are being asked to teach thinking and problem-solving skills at the same time that students come from increasingly diverse backgrounds. Definitions of good or effec­ tive teaching are becoming not only more crucial but also more complex. But, what is effective teaching? How does effective teaching relate to learning? What responsibilities do teachers have to motivate their students? What are the implica­ tions of student diversity on the teaching/learning 'process? How can teachers use new technologies to promote learning? AJ.-e "basics" the best path to thinking skills, or should thinking skills be used as a vehicle to teach basics? These are important questions for anyone in education because they center around the question "What is good teaching?" These concerns are particularly important to de­ veloping teachers because your answers to these questions will influence the kind of teacher you become. As you ponder these questions, thinking about yourself and the classrooms you've experienced, each of you will form a personal definition of effective teaching. This individual response is as it should be: Each teacher is as unique as each student. But beyond this individual uniqueness, some strands exist that pull these ques­ tions together. Let's consider conunonalities a bit further. Does your definition of effective teach­ ing apply to all levels? For example, do effective kindergarten and high school teachers teach in similar ways? What about students? Would your definition of good teaching apply equally well to low- and high-ability learners? And how about subject matter? Does an effective history teacher teach the same way as effective English or art teachers? 4 • CHAPTER 1 WINW.ablongman.com/kauchak4e Finally, how does time influence your definition? Do effective teachers teach the same way at the beginning of the school year as at its close, at the beginning of a unit as at the end, or even at the beginning of a lesson and at its completion? Each of you will wrestle with these questions, either imphcitly or exphcitly, as you begin and continue with your teaching career. The purpose of this book is to help you resolve these questions based on the best information available to the profession. The field of teaching is at a particularly exciting time in its history. Education has always been one of the most rewarding professions, but at the same time it continues to be one of the most challenging. An effective teacher combines the best of human rela­ tions, intuition, sound judgment, knowledge of subject matter, and knowledge of how people learn-all in one simultaneous act. This task is extremely complex, and one of the factors making it particularly difficult has been the lack of a clear and documented body of knowledge on which to base professional decisions. The situation has changed. Education now has a significant and rapidly expanding body of research that can guide teaching practice and the training of teachers. That's what this text is all about; it is a book about teaching practice that is founded in and based on research. As you study the chapters, you will be exposed to a detailed body of research, and you will learn how this research can be applied in your classroom. We developed this text around a series of themes that will be introduced in this chapter. As your study continues, you will see how research helps teachers as they make their professional decisions. This research, as with all research, is not perfect, but having it as a foundation is a giant step forward. Despite some weaknesses and even some con­ troversy, this research marks a major advance in education. It is already finding its way into tests used to certify teachers (Darhng-Hammond & Cobbe, 1996) and into both preservice and in-service programs for teachers (Sikula, 1996). Your study of this text will provide you with the best information available to the profession at this time. RESEARCH IN TEACHING: AN HISTORICAL PERSPECTIVE Historically, teaching has been 'a profession in search of a body of knowledge that could inform classroom practice. In the past, educational practice and educational reforms were often based on the views and intuition of prominent thinkers rather than on re­ search evidence (Slavin, 1989). Because of the stature of these people and the power and eloquence of their positions, their assertions often were translated into practice despite the lack of evidence to support the practice. For example, the post-Sputnik years spawned a national wave of curriculum revi- -, sion in math and science during the 1960s and early 1970s. The view held by promi­ nent scientists and mathematicians was that the content in those areas was inappropriate because it did not accurately reflect the "structure" and research methods of different disciplines. Curriculum revision was aimed at correcting these deficiencies. The changes sounded good, and enormous amounts of money, time, and effort were pumped into the revision efforts. While the programs enjoyed modest popularity, they were clearly not as successful as the original developers had hoped for nor as effective as the millions of dollars poured into them promised (Fensham, 1992). One of the reasons for this lack of success was that programs were developed with­ out a coherent body of knowledge on which to base curricular decisions, such as con­ ~4e lie same as ar me t 0lS you Idp you L lion has inues to m rela­ of how one of mented anding That's in and ody of in this r make having e con­ [S way ) both is text could forms .n re­ T and espite revi- -, omi­ .riate erent The were they re as 'irh­ .on­ RESEARCH AND TEACHING • 5 siderations of the intellectual development of the learners who would study the materi­ als, the extent to which the materials would be motivating for students, and whether they were usable by teachers. Many of the strategies required skills teachers didn't have and materials not readily found in classrooms. A lack of information about the realities of teaching and learning in classrooms was a primary reason these projects were only marginally successful. Studies of Teacher Characteristics As researchers began to seek connections between teaching and learning, they initially focused on teacher characteristics, such as neatness, sense of humor, or cognitive flexibil­ ity (Rosenshine, 1979). Initial research asked whether or not teachers having these desir­ able traits resulted in increased learning. For example, do students taught by a teacher with a good sense of humor learn more and/or have better attitudes than those taught by a more serious teacher? In hindsight, we see that the question was oversimplified; mag­ nificent teachers of many different personalities can be found. In addition to problems with focus, the research also had problems with methodol­ ogy, Researchers seldom spent time in classrooms to see if a teacher rated high in a cer­ tain trait taught any differently from those rated low in the trait. They merely assumed that a difference existed. For example, if a teacher scored high on a test of cognitive flex­ ibility, researchers failed to determine whether this trait influenced how the teacher taught or interacted with students. Unfortunately, this line of research led nowhere. Gage, a prominent researcher in the field, reviewed over 10,000 studies in this area and concluded in 1960 that few, if any, generalizations could be made about the results. In hindsight, the research on teacher characteristics was not completely misguided. Two teacher characteristics-teacher experience and understanding of subject matter­ have proved to be powerful variables influencing how teachers understand events in the classroom and explain content (Berliner, 1994; Shulman, 1987). Veteran teachers are able to use their experience to interpret the complex events that occur in classrooms and to make the many split-second decisions that are needed every day. Similarly, subject­ matter expertise allows effective teachers to frame and explain ideas in ways that make sense to students. We will return to both of these ideas later in the chapter. The Search for the Right Method During the 1960s, the next wave of research focused on global methods and attempted to link certain teaching strategies, like inquiry instruction or discovery learning, with student outcomes, such as scores on standardized achievement tests (Dunkin and Bid­ dle, 1974; Medley, 1979). This research was characterized by a belief that a particular type of teaching, such as discussion, was better than an alternative, such as lecture. To investigate this question, teachers were trained in a particular technique and then asked to teach their students by this method. The performance of their students was compared to the performance of students taught by an alternate method. Like research on teacher characteristics, this line of research was also flawed. The methods were often poorly defined and poorly taught to teachers, few classroom obser­ vations were made to determine if the methods were actually used, and often no sound 6 • CHAPTER I www.ablongman.corrv'kauchak4e relationship existed between the methods and the tests used to measure outcomes. For instance, a research study might ask if discussion was superior to lecture, but a paper­ and-pencil recall test was used to measure student learning. A paper-and-pencil test ig­ nores many of the benefits of discussions, such as improved communication skills or the development of critical thinking. In addition, the strengths of discussions are their abil­ ity to get students to think critically about ideas, something best measured by an essay test. As might be expected, this line of research also proved unproductive. School.. Level Research A third line of research focused on variables such as school size, training level of teach­ ers, and aptitude or socioeconomic status of the· students. These studies tried to deter­ mine the effects of these variables on student achievement and attitude. The most notable study of this type was the famous Coleman Report (1966), which involved 4,000 schools and 654,000 students. The study analyzed data at the school rather than the classroom level-thereby masking individual teacher differences-and concluded that teachers made Iittle difference in how much students learned. Understandably, this research had a dampening effect on efforts to identity effective teaching practices; the study concluded that factors outside teachers' influence, such as the background of the students and the curriculum, were more important than the teacher. Subsequent researchers questioned some assumptions and procedures involved in these schoolwide studies and, as a consequence, their results as well. For example, in these studies, standardized test scores of student achievement for each individual class were averaged with those of the other classes in a school to get a school-wide score. These averages masked results that would provide valuable information about individual teachers. As we all know, individual teachers within a school vary considerably in their teaching effectiveness. Prominent researchers pointed out these problems (Alexander and McDill, 1976; Good, Biddle, and Brophy, 1975), and a new wave of research was launched. Teacher Effectiveness Research: Teachers Do Make a Difference As a consequence of the results or, more accurately, the nonresults of earlier efforts, re­ search on teaching finally focused on teachers' actions in classrooms, attempting to find links between these actions and student learning (Good, 1996). These studies marked a new way of thinking about research in education. Unlike previous work, this research focused on the teacher and the kinds of interactions teachers had with students (Shul­ man, 1986). Researchers identified teachers whose students scored higher than would be expected on standardized tests and other teachers whose students scored as expected or below for their age and ability level. They then went into classrooms, videotaped lit­ erally thousands of hours of instruction and tried to determine what differences existed in the instructional patterns of the teachers in the two samples. These studies were la­ beled process-product research because they attempted to find a link between teacher ac­ tions or behaviors (processes) and student learning outcomes-primarily scores on standardized achievement tests (products) (Gage, 1985). Finally, researchers were focus­ ing on what teachers actually did that made a difference in what students learned. lbuchak4e omes. For : a paper­ :il test ig­ ills or the heir abil­ ,- an essay of teach­ to deter­ 'he most involved her than mcluded ably, this ices; the id of the JIved in nple, in ual class e score. idividual in their exander rch was re­ to find arked a esearch (Shul­ would pected led lit­ -xisted ere la­ ier ac­ .es on focus­ RESEARCH AND TEACHING • 7 Initially, the process-product research was correlational; that is, teacher actions and student outcomes were related, but the researchers did not know if the results were ac­ tually caused by the teacher actions. The complexities of attributing causal relationships with correlational research are illustrated with the problem of teacher disapproval (Gage and Giaconia, 1981). Researchers found an inverse relationship between teacher disap­ proval and student achievement; teachers who were more negative in their classroom had students who achieved at lower levels than teachers who were more positive (see Figure 1.1). However, it was unclear whether disapproval caused or was the result oflow achievement, or whether it was related to a completely different variable such as class­ room management problems. For example, one way to explain this inverse relationship is that teachers, frustrated over their students' lack oflearning, resorted to disapprovals more often. An alternate explanation is that poor classroom management led to more disapprovals by teachers trying to survive a chaotic classroom, which also led to de­ creased learning. Note that none of these possible explanations directly or causally linked disapprovals to lowered achievement. The point here is that correlational findings may suggest cause-and-effect relationships but do not in themselves prove them. To ad­ dress this problem directly, the next wave of research was experimentally designed to find causal links, if they existed (Gage and Giaconia, 1981). These experimental studies trained teachers to use the specific behaviors identified in the correlational studies (e.g., waiting a period of time after asking a question before calling on a student to respond). In addition, investigators observed the trained teachers' classes to determine whether the teachers were actually implementing the desired be­ havior in the classroom. Finally, classes of trained and untrained teachers were com­ pared. Because these efforts focused on differences between less and more iffective teachers, it became known as the teacher effectiveness research. A number of significant differ­ ences were found, many of which we'll describe in later chapters. Beyond Effective Teaching: A Focus on Student Learning The literature on effective teaching made an invaluable contribution to education be­ cause it both confirmed the critical role teachers play in student learning and provided irts, Student Achievement -"...... ---------,-"'._"..---------­ (Less) ' ' Teacher Disapproval ----~ r~ t.t Teacher Disapproval and Student Learning (More) 8 • CHAPTER 1 www.ablongrhan.com/kauchak4e "education with a knowledge base capable of moving the field beyond testimonials and unsupported claims toward scientific statements based on credible data" (Brophy, 1992, p. 5). It provides, however, only a threshold or a baseline above which all teachers should be. Expert teachers go beyond this threshold to construct lessons that help stu­ dents learn content in a meaningful way. Despite impressive results, critics also identified shortcomings in the teacher effec­ tiveness research. Critics charged that it focused too much on lower-level learning and tended to break knowledge into small pieces, thus reinforcing students for overt perfor­ mance at the expense of meaningful learning (Marshall, 1992; Stoddart et a1., 1993). In addition, critics contended that the research was decontextualized and failed to take stu­ dents, their backgrounds, and the classroom environment into account (Goodenow, 1992). In essence, the critics were reminding us that students and student learning should be our primary focus in discussions about teaching. These criticisms resulted in fundamental changes in views of effective teaching methods with major shifts from teacher-centered to learner-centered approaches. CONTEMPORARY VIEWS OF TEACHING AND LEARNING At the same time that perspectives on teaching were changing, similar changes were occurring in the way researchers viewed learners and learning. Behaviorist views of learning, which emphasized external influences in the form of rewards and punish­ ment, gradually gave way to more cognitive perspectives. These cognitive perspectives emphasized active internal processes that students used to organize, store, and retrieve information (Bruning, Shraw, and Ronning, 1999). More recently, research has em­ phasized the critical role that learners play in constructing new knowledge (Eggen and Kauchak, 2001). We analyze these changes in the sections that follow. From Behaviorist to Cognitive Perspectives For the first half of the twentieth century behaviorist views oflearning predominated in education (Mayer, 1996; Reynolds, Sinatra, and Jelton, 1996). Behaviorism empha­ sized the importance of observable, external events on learning and the role 'of reinforcers in influ­ encing those events. The goal of behaviorist research was to determine how external instructional manipulations affected changes in student behavior. The role of the teacher was to control the environment through stimuli in the form of cues and rein­ forcement for appropriate student behavior. Students were viewed as empty receptacles, responding passively to stimuli from the teacher and the classroom environment. Over time, researchers found this perspective on learning to be oversimplified and perhaps misdirected. While learners do indeed react to stimuli from the environment, research revealed that students were not passive recipients but instead actively changed and altered stimuli from the environment as they attempted to make sense of their en­ vironments. Student characteristics such as background knowledge, motivation, and the use oflearning strategies all influenced learning (Bruning et a1., 1999). The role of the teacher also changed from dispenser of rewards and punishment to someone who helped students organize and make sense of information. These differences between be­ haviorism and cognitive psychology, whichfocuses on thoughtprocesses within learners, are summarized in Table 1.1. 1bucbak4e IIIIials an d ~: 1992, I teachers help stu­ effec­ Ding and rt perfor­ 1993). In akestu­ OOenow, learning sulred in ifu from Itt ~ were riews of punish­ pectives retrieve us em­ gen and rated in empha­ :n injlu­ xternal of the d rein­ rtacles, ed and iment, ranged eir en­ nd the of the . who ~n be­ 'TS, are RESEARCH AND TEACHING • 9 ~ 1./ COMPARISON OF BEHAVIORIST AND COGNITIVE VIEW OF LEARNING View of Learning View of Learner View of Teacher Behaviorism Accumulation of responses through selective reinforcement Passive recipient of stimuli from environment Controller of stimuli and shaper of behaviors through reinforcement Cognitive Development of strategies to encode and retrieve information Active meaning maker through strategy use Partner in the process of meaning making; teacher of organizational and retrieval strategies Constructivism: Students as Creators of Understanding In about the last twenty years, constructivism-a recent development in cognitive psychology-has focused our attention on the central role that learners play in con­ structing new knowledge. Influenced by the work ofJean Piaget and Lev Vygotsky as well as linguistics and anthropology, constructivism is an eclectic view qflearning that em­ phasizesfour key components: 1. Learners construct their own understanding rather than having it delivered or transmitted to them. 2. New learning depends on prior understanding and knowledge. 3. Learning is enhanced by social interaction. 4. Authentic learning tasks promote meaningful learning. Constructivism has fundamentally changed the way we view teaching and learning. As opposed to passive recipients of information, learners become active meaning makers, building upon current knowledge. To facilitate the process, teachers design learning sit­ uations in which learners can work with others on meaningfulle~rningtasks. Many of the teaching strategies that you'll learn about in this text are based upon constructivist views of learners and learning. Learner-Centered Psychological Principles In an attempt to summarize these recent changes in perspectives on learning, the Amer­ ican Psychological Association published Learner- Centered Psychological Principles: Guide­ lines for School Redesign and Reform (Presidential Task Force on Psychology in Education, 1993). As the title implies, these principles are designed to provide guidance to teachers and administrators working to reshape learning in the schools. A summary of these principles can be found in Figure 1.2 These generalizations remind us as teachers of the centrality of our students in the learning process. We need to consider our students' background knowledge, develop­ ment, and motivation as we plan for instruction. In addition, we need.to actively encour­ age students to think about their own learning and make our classrooms comfortable and stimulating places to learn-places where students feel part of a community oflearners. 10 • www.ablongman.com/kauchak4e CHAPTER 1 Students' prior knowledge influences learning. ~tudents need to think about their own learning strategies. • r~ I.e Generalizations about Learning and Teaching In addition to these broad, general changes in views about teaching and learning, content-specific ones have also arisen. The National Council for the Teaching ofMath­ ematics has developed new guidelines that stress student involvement in meaningful problem-solving activities (NCTM, 1989, 1991). The field of science has also published guidelines that call for deeper, more thoughtful and intensive study of science topics (American Association for the Advancement of Science, 1993). In the language arts, moves toward literature-based approaches to reading and process-oriented writing em­ phasize the need for active student involvement and learning (McCarthy, 1994). Com­ mon to all of these is refocused attention on the learner and what teachers can do to help students learn. The combination of all these lines of research is what make this an exciting time to study education. Researchers are uncovering a number oflinks between teacher actions and student achievement. Because of this and other related research, our views of ex­ emplary teaching practice and the professional development of teachers have changed. Our goal in preparing this text is to conununicate these findings and their implications to prospective teachers and practicing teachers in the classroom. TEXT THEMES In response to recent developments in education, three themes appear throughout the text: • The diversity of our learners • Ways of enhancing learner motivation • The use of technology for increasing learning Because these topics influence so many different aspects of teaching, they are integrated throughout the text. Let's examine them briefly. The Diversity of Our Learners The students attending America's schools are becoming increasingly diverse. For exam­ ple, teachers will encounter students with a wide range oflearning abilities. The prac­ " i.auchak4e earning, fMath­ tningful iblished ~ topics ge arts, ngem­ . Com­ 1 do to time to actions of ex­ anged. cations re text: grated -xam­ prac- RESEARCH AND TEACHING • 11 tice of inclusion, which attempts to accommodate the learning needs of all students in as regular an educational setting as possible, results in the presence of more students with exceptionalities in regular classrooms. About 10 percent of the student population is in­ cluded in this group, and exceptionalities range from mild learning disabilities to phys­ ical disabilities such as deafness and blindness (US. Department of Education, 2001). Ethnicity and culture also contribute to diversity. More than 7 million people im­ migrated to the United States during the 1970s, and another 7 million came during the 1980s. Between 1980 and 1994, the Mrican-American student population grew by 25 percent, the Hispanic student population by 46 percent, and the Asian-American student population grew by 100 percent (US. Census Bureau, 1996). More than 100 ethnic groups and 170 Native American groups live in the United States. Experts estimate that by the year 2020 our country will see considerable increases in the numbers of Hispanic and Mrican-American students, and a dramatic increase in Asian/Pacific Islander and American Indian/Alaskan Native populations will occur (US. Census Bureau, 1998b; Young and Smith, 1999). Each of these groups brings a distinct set of values and traditions that influence student learning. This growth in immigration is also resulting in an increase in language diversity. Currently there are approximately 3.2 million children in US. schools whose home lan­ guage is other than English. California has 1.4 million of these English as a Second Lan­ guage (ESL) students, comprising nearly 40 percent of the student population in that state (US. Department of Education, 1998; Stoddart, 1999). In the Los Angeles School District, more than 81 languages are represented, with as many as 20 found in some classrooms. Nationwide, the number of students whose primary language is not English is expected to triple during the next 30 years. The most common language groups for these students are Spanish (73%), Vietnamese (4%), Hmong (1.8%), Cantonese (1.7%), and Cambodian (1.6%). Poverty and student differences in socioeconomic status also present challenges to teachers. Consider these statistics: • Seven out of ten women with children are in the workforce. • The divorce rate has quadrupled in the past 20 years; the number of single­ parent families is estimated at 25 percent and is expected to increase. • Sixty-eight percent of all births to teenagers occur out of wedlock • The incidence of poverty among single-parent families is between seven and eight times higher than in families headed by married couples. • Sixty percent of teenage families live in poverty as compared to 14 percent of the total population. • Children, while only 27 percent of the total population, constitute 40 percent of the poor. • Poverty is more prevalent among minorities than nonminorities (More Families in Poverty, 1993; Us. Census Bureau, 1998b). These conditions create challenges for both teachers and students. Teachers need to be prepared for this diversity when they enter tomorrow's classrooms. Ways of Enhancing Learner Motivation Motivation, the second theme of the text, is a challenge for beginning and veteran teachers alike. In a review of over 83 studies involving beginning teachers from nine 12 • CHAPTER I www.ablongman.comlkauchak4e countries, Veenman (1984) found that only classroom management ranked ahead of motivation as a beginning teacher concern. Experienced teachers usually come to grips with classroom management, but they continue to wrestle with the problem of motiva­ tion. In his classic study of classrooms, Jackson (1968) found that a teacher's greatest source of satisfaction or joy in teaching came from seeing an individual child make progress, especially one who was initially unresponsive or unmotivated. • Motivation is aforce that energizes and directs student behavior toward a goal. Our chal­ lenge as teachers is to increase student motivation and direct it toward the school-related tasks that students need to learn. Student motivation is critical for learning (Wang, Haertel, and Walberg, 1993; Wein­ stein, 1998). In addition, increased motivation results in improved student attitudes about learning, fewer classroom management problems, and greater satisfaction with school for both teachers and students. It is a powerful factor influencing the total learn­ ing environment. The Use of Technology for Increasing Learning The third theme for this text is technology. Technology has changed the way we live and has also changed the way we learn and teach. Some examples of the dramatic growth of technology in schools include: • Currently, there are over 9 million computers in American schools-about one for every 5.7 students. • Seventy-five percent of public schools have access to some kind of telecommu­ nications. • More than 50 percent ofpublic schools are linked to the Internet. • Almost every school in the country has at least one television and videocassette recorder. • 41 percent of teachers have a TV in their classroom. (Teachers and Technology, 1995; Schrum and Fitzgerald, 1996; Fatemi, 1999) Probably the most dramatic growth has occurred in the area of computer technol­ ogy. Initially, computer literacy, or preparing students for life in the age of computers, was the focus of most computer use in the schools. Over time, instructional uses of computers have expanded to include: • Computer-assisted instruction, including simulations, multimedia instruction, drill and practice, and tutorials • Information tools for students, including spreadsheets, databases, and other ca­ pabilities for information retrieval, processing and multimedia learning • Computer-managed instruction, including student record keeping, diagnostic and prescriptive testing, and test scoring and analysis • Design of instructional materials, including text and graphics Technology in general, and computers in particular, are being viewed as essential parts of instruction to help students develop critical thinking skills (Roblyer and Ed­ wards, 2000). Today's teachers need to know how to use these technologies to help stu­ dents learn. t\auc:hak4e I ahead of Ie to grips Iimoriva­ ~s greatest DId make Our chal­ ol--related 8: Wein­ attitudes ion with tI1learn­ ~ live and rowth of out one ornmu­ cassette echnol­ tputers, uses of rion, er ca­ ostic sential d Ed­ P stu- RESEARCH AND TEACHING • 13 LEARNING TO TEACH This book is written to assist you in the lifelong process oflearning to teach. Becoming an expert teacher is a complex, multifaceted process that continues throughout an indi­ vidual's professional lifetime. It requires intelligence, sensitivity, experience, and hard work. It also requires several different kinds of knowledge-knowledge of subject mat­ ter, such as history, literature, or algebra; knowledge of how to illustrate and represent abstract ideas in understandable ways; knowledge oflearners and how they learn, and an understanding of how teachers can help in this process. Let's turn now to a closer look at the different kinds of knowledge it takes to be­ come an expert teacher. Knowledge of Subject Matter We can't teach what we don't understand ourselves. This simple statement is self­ evident, and it is well documented by research examining the relationships between what teachers know and how they teach (Shulman, 1986; Wilson, Shulman, and Richert, 1987). To teach effectively about the American Revolution, for example, a so­ cial studies teacher must know not only basic facts about the event but also how it re­ lates to other aspects of history, such as the French and Indian Wars, our relationship with England prior to the Revolution, and the characteristics of the individual colonies. The same is true for any topic in any other content area. Pedagogical Content Knowledge Knowledge of content-no matter how complete-is not enough, however; it is a nec­ essary but not sufficient condition for effective instruction. An effective teacher must also represent that information in ways that learners will understand. The ability to do this is called pedagogical content knowledge (Shulman, 1986). For example, consider the concept of mammal, which is typically taught in different ways to students at different levels. At the elementary level, the teacher might use pictures and concrete examples (e.g., a gerbil or guinea pig) to emphasize characteristics like "covered with hair" and "warm blooded." At the junior high level, teachers build on this foundation by empha­ sizing additional characteristics like "live birth" and "four-chambered heart." Finally, at the high school level, biology teachers discuss characteristics like mammals' ability to adapt to their surroundings, different classes of mammals, and what it means to be a primitive (e.g. the duck-billed platypus) compared to an advanced mammal. The same concept is taught in different ways at each of these levels to accommodate the back­ ground, interests, and capabilities of students. When teachers plan, one of their greatest challenges is to figure out ways of mak­ ing abstract topics understandable. To illustrate this idea, let's examine one teacher's thinking as he wrestles with teaching the concept of theme to a high school English class. As he plans, he first defines it for himself as "an idea or thought that a story explores or treats." He realizes that this definition is abstract; if students are to understand it, he will need to illustrate it with concrete examples. I'm trying to think of an everyday example so as to "get into it," with the stu­ dents .... What things are repeated in your life-but are never the same each time? • 14 • CHAPTER I vvww.ablongman.com/kauchak4e Seasons, school, sunrises, meals, etc .... for example: A baseball game has a pattern that we can anticipate-9, 3-out innings. However, it is how that pattern is varied in each of its nine repetitions that gives a game meaning; that tells us who wins or loses. We know that a school year has a planned pattern of 2 semesters and four grading pe­ riods. But it is the variation within that pattern that gives the school year meaning for you or for me. (Wilson et al., 1987, pp. 115-116) He unsuccessfully teaches the lesson; students don't grasp the parallels between his examples and a theme, nor are they able to identify one in a piece ofliterature. His ex­ amples of a baseball game and school semesters don't work, so he plans again. My frustrations led me to look for a better image, a better metaphor that I could give ... for tracing and understanding theme. What I came up with was the trailing of a wounded animal by a hunter. Here the hunter discards all or most of the infor­ mation the scene before him presents. He concentrates only on that which pertains to the animal he is searching for. Now some of the clues might be from the animal itself-blood or hair-just as the word or words of a theme appear outright in any given passage. But also a hunter must see the broken grass, the hoofprint, the things that are indicators. (Wilson et al., 1987, pp. 116-117) Throughout the transformation of content from an abstract idea to the analogy of trailing a wounded animal, the teacher tries to help his students understand the process of finding a theme in literature. Effective teachers use their knowledge of content and their pedagogical content knowledge to help students make connections like this every day. Knowledge of Teaching and Learning Learning to teach not only involves understanding content and how to translate that subject matter into an understandable form, it also requires knowledge about the process of teaching and learning themselves. Knowledge of teaching and learning involves a general understanding oj instruction and management that transcends individual topics or subject matterareas (Borko and Putnam, 1996). To understand how knowledge of teaching and learning is a central component of learning to teach, let's look at a teacher who has taught her students the process for adding fractions and is now reviewing with them. "Class, look at this fraction on the board. What do we call the number on the bottom? Celena?" "Uh ... denominator." "Good, Celena. And what do we call the number on the top, Carl?" "We talked about this yesterday, Carl. Remember, it tells us the number of parts in the fraction. Think about the term that it is derived from, number." "Oh yeah, numerator." "Excellent, Carl. Now, look closely at this addition problem. It says to add liz and 1/3. What do we have to do first? Think for a moment, because this is important. Look up at the pies that I've drawn on the board to represent these different fractions." This teacher was trying to help her students do several things in her review. First, she wanted them to remember the names for the top and bottom numbers in a fraction-two r iVkauchak4e pattern varied in i or loses. "ding pe­ =aningfor '[ween his e. His ex­ ould trailing infor­ ertains rnimal D any things Ialogy of 'IOcess of and their y day. late that ~ process nvolves a Jr subject Ling and vho has :hem. :st, she -two RESEARCH AND TEACHING • 15 concepts that she had already taught. When Carl could not answer, the teacher provided a prompt that helped him respond correctly. After students recalled the terms numerator and denominator, the teacher referred them to a problem on the board. She illustrated the abstract problem with a concrete example to promote their understanding of the process. Finally, she told them to pause for a moment-an idea called "wait time"-encouraging them to take some time to think about why changing the denominator was important. Review, concept, prompting, concrete example, and wait time are all pedagogical con­ cepts-concepts about: teaching and learning. As such, they are part of a professional body of knowledge that helps us analyze and understand the teaching process. Your teacher education program is designed to help you understand these and many other pedagogical concepts, which will help you recognize and appreciate effective teaching when you observe it and ultimately help you plan and implement effective lessons in your own classroom. Each of the chapters in this text includes information about con­ nections between teaching and learning. Teaching Strategies Research on effective teaching has established links between teacher actions or behav­ iors and student learning. Research on wait time, for example, indicates that giving stu­ dents time to think about a question both increases the quality of their immediate responses and increases long-term achievement (Tobin, 1987). Research also tells us that providing students with concrete examples to illustrate abstract ideas improves students' ability to understand those ideas (Eggen and Kauchak, 2001). An expert teacher is one who understands the relationships between teacher actions and student learning and can implement these actions with students. In our work with teachers, we have found that sharing research with them is not enough. Research results must be translated into teaching strategies directly related to classroom practice, and teachers must be given opportunities to practice the strategies and receive feedback about their efforts. Teaching strategies are a third component of learning to teach. A teaching strategy is an interconnected set if teaching actions designed to accomplish specific goals. Teaching strategies can be thought of as research translated into integrated teacher actions. To illustrate the idea of a teaching strategy, let's return to the teacher wrestling with the concept of theme and look at one way to teach this abstract idea. "Class, today we're going to learn about the idea of theme. It's an idea that will help us un­ derstand and appreciate the literature we read. Look up at the overhead and read the defi­ nition there. A theme is an idea that reoccurs or repeats itselfthroughout a story. "Let's see if we can understand how theme relates to a story, Hemingway's The Old Man and the Sea, which we've Just finished. One of the major themes in that book was the struggle of man against nature. Hemingway introduced this theme at the beginning when he told us about the old man's struggles to make a livingcatching fish. He worked hard every day but went for weeks without catching a decent fish. That's one place where the theme-man struggling against nature---occurred. The fisherman represented man, and the sea that wouldn't let him catch fish was nature. Who can give me a second exam­ ple of this theme where man struggled With nature? Deena?" 16 • CHAPTER I www.ablongman.comlkauchak4e "Well, like when the old man hooked the fish and had to fight with it for a long time." "Good, Deena. Go ahead and explain how that illustrates the idea of this theme." "I ... I'm not sure ... but I'll try. The theme ... the theme is man's struggle against nature and the fish is nature, so he's struggling with it." "Good thinking, Deena. Note, everyone, how the same idea-man against nature-is repeated in the story. That's why it's a theme. Who can think of another place where this theme reoccurred or repeated itself? Eddie?" " ... How about the shark attack?" " ... Well, after he caught the fish, he tried to bring it back to sell it, but the sharks wouldn't let him. So he ... " "What was he struggling with-besides the sharks?" "Oh, okay, nature. He was struggling with nature." How does this illustrate a teaching strategy? A teaching strategy consists of coordi­ nated teacher actions designed to reach a particular goal~in this case, helping students understand the concept of theme. The teaching strategy used by this teacher involved three basic steps. • Defining the concept . • Illustrating the abstract idea with specific examples taken from the story • Questioning to promote students' active involvement in learning and to help them connect the examples to the concept Research indicates that this is an effective strategy when we want students to un­ derstand abstract concepts (Eggen and Kauchak, 2001). Defining the idea provides a frame of reference for the rest of the lesson, the examples illustrate the concept and give it meaning, and questioning involves students in the learning process. In Chapters 7 through 11, we describe a number of teaching strategies ranging from learner-centered constructivist strategies that capitalize on social interaction to teacher-centered ap­ proaches, such as direct instruction and lecture-discussions. Each has a specific set of re­ search-based procedures designed to accomplish specific goals. Teacher Decision Making Teachers must know the content they teach and know how to transform this content into a form students can understand. They must also understand how teachers can help stu­ dents learn and how to translate this knowledge into teaching strategies. We call these four components oflearning to teach knowledge of subject matter, pedagogical content knowledge, knowledge of teaching and learning, and teaching strategies. But learning to teach involves even more than a thorough understanding of these components. Expert teachers not only have a repertoire of knowledge and strategies, but they also understand when specific teacher actions are appropriate and why. For example, the teacher-centered approach to teaching concepts described earlier, which results in increased understanding of concepts, may not be appropriate for teaching other important goals, such as social in­ teraction skills like active listening and building on others' ideas or attitudes, and values, such as openness to alternate points of view. These goals need different approaches that require student-student interaction and encourage learner initiative (Slavin, 1995). Un­ v'kauchak4e nne." inst Ie-IS E: this )f coordi­ ~ students . involved y 'o help to un­ rovides a and give hapters 7 -centered ered ap­ set ofre­ RESEARCH AND TEACHING • derstanding how to implement knowledge of teaching and learning and when and how different teacher strategies are appropriate is an important dimension of effective teach­ ". ing, requiring a great deal of expertise. This dimension is called professional decision making, a process that governs and guides the other four components. ~ Decision making involves the application ifprifessional judgment in deciding when, where, how, and why to use the other components if teaching. As shown in Figure 1.3, decision making is an executive function that governs the application of the other teaching components. Professional decision making can be thought of as a filter that helps determine when and where research findings should be used. Educational research needs to be ap­ plied selectively and strategically, with the goals of teaching and with students' well­ being continually in mind; this is the essence of professional decision making. Let's see how decision making influences teaching in the classroom. A kindergarten teacher has just distributed materials for an art project and is now surveying the room to see if everyone has started. She notices that Jimmy is staring out the window with his thumb in his mouth and tears in his eyes. It is the beginning of the school year, and Jimmy still isn't used to the idea of being away from home. Should the teacher wait a minute and see if the art materials will do the trick, or should she intervene? A middle school teacher is getting more and more frustrated. Mary is obviously more inter­ ested in her friends than in English, and the teacher can't keep her from talking. He calls on her; she doesn't hear the question. Should he reprimand her, repeat the question, or go on to another student? Its tent into help stu­ .all these content irning to . Expert derstand centered standing ocial in­ i values, :hes that 15). Un- 17 A high school teacher has just distributed an assignment. She goes over the work in some depth, explaining its importance and how it should be done. She concludes by reminding the class that the grade for the assignment counts as one-fourth of the semester grade. A barely audible "Who cares?" follows. Should the teacher ignore it and go on, or should she respond? Learning to Teach Decision Making (integrates) Knowledge of Subject Matter Pedagogical Content Knowledge I Knowledge of Teaching and Learning r~ 1.3 Components of Learning to Teach Teaching Strategies 18 • CHAPTER I vvww.ablongman.comlkauchak4e We all remember our educational psychology texts' admonitions about the effects of reinforcement and punishment on behavior. These are documented research find­ ings. But what do the findings tell the classroom teacher in the preceding examples? In each case, direct intervention might cause as many problems as it solves. Ignoring the problem raises similar issues. To make the situation more complex, these decisions must be made immediately. The number of decisions-conscious or otherwise-that teachers must make every day is staggering. Jackson (1968) suggested that more than 800 decisions per day are made in elementary classrooms. Murray (1986) estimated the number at 1,500. Even using the more conservative figure, that translates into more than 130 decisions per hour in a 6-hour teaching day! Before you get discouraged, remember that effective teachers not only make these decisions but also make them well. Research also shows that expert teachers structure their classrooms to run efficiently, so more time and energy can be devoted to impor­ tant decisions-decisions that affect learning (Doyle, 1986; Leinhardt and Greeno, 1986). Learning to Teach in an Era of Reform You are becoming a teacher in one of the most tumultuous periods in the history of American education. Critics, both inside and outside the profession, are calling for re­ forms, which are suggested changes in teaching and teacher preparation intended to increase the amount students learn. To implement these reforms, teachers must be well prepared, and leaders in education are saying that we need to professionalize teaching (Blair, 2000). We examine the implications of these reform efforts for your professional development as a teacher in this section. Reform: What Does It Mean? To place recent reform efforts in perspective, we should point out that the process of change and reform has been a part of education through­ out its history. From colonial times to the present, schools and the teachers in them have been fair game for outside critics. The modern reform movement is often traced to 1983, when the National Com­ mission on Excellence in Education published A Nation at Risk: The Imperative for Edu­ cation Reform. This widely read document suggested that America was "at risk" of being unable to compete in the world economic marketplace because our system of education was inadequate. The terms at-risk students and more recently students placed at risk can also be traced back to this document; these students were at risk of not acquiring the knowledge and skills needed for success in our modern society. Since 1983, a great many suggestions have been made for improving our nation's schools and the teachers who work in them. Changes in TeacherPreparation. Reforms in teacher education focus on upgrading the knowledge and skills of teachers. These reforms include: • • • • Raising standards for acceptance into teacher-training programs Requiring teachers to take more rigorous courses than they have in the past Requiring higher standards for licensure, including teacher tests Expanding teacher-preparation programs from four years to five • rbuchak4e he effects arch find­ mples? In oring the ions must ake every day are (1(1. Even ,per hour :T ake these structure o Imp orGreeno, RESEARCH AND TEACHING • 19 • Requiring experienced teachers to take more rigorous professional develop­ ment courses (B/air, 2000) Some of these suggestions are almost certainly going to affect you. We'll describe two as examples. First, you will likely be required to take more courses in English, math, science, history, and geography than have been required of teachers in the past. In addi­ tion, there is a movement to require all teachers, elementary and secondary, to major in a content area for their undergraduate degree. The rationale behind this push is related to both knowledge of content and pedagogical content knowledge-that teachers can't teach what they don't know themselves. Second, you probably will be required to pass a test before you're awarded your teaching license. At the present time: • Thirty-nine states require prospective teachers to pass a basic skills test. • Twenty-nine states require high school teachers to pass tests in the subjects they plan to teach. • Twenty-seven states require principals to evaluate new teachers. (0/5011, 2000) ustory of g for re­ urease the ared, and r, 2000). -lopment ·e should :hrough­ tern have al Com­ for Edu­ of being :lucation risk can ring the a great teachers ding the The American Federation of Teachers, the second largest professional organization for teachers in the U.S., recently proposed that prospective teachers pass both tests aimed at basic content, such as math and English, as well as tests designed to measure teachers' knowledge of teaching principles (Blair, 2000). This proposalsignals a change in policy from the past and suggests that teacher testing is not only here to stay, but likely to increase. The National Teachers Examination (NTE), also called the Core Battery ofthe Praxis II (Educational Testing Service, 1999) is the most commonly used teacher test. The Praxis Series (praxis means putting theory into practice) is currently being used in 35 states and consists of three components (Educational Testing Service, 1999): • Praxis I: Academic Skills Assessments-designed to measure basic or "en­ abling" skills in reading, writing, and math that all teachers need. • Praxis II: Subject Assessments-designed to measure teachers' knowledge of the subjects they will teach. In addition to 70 content-specific tests, Praxis II also includes the Principles of Learning and Teaching (PLT) test and the Pro­ fessional Knowledge test. • Praxis III: Classroom Performance Assessments-use classroom observations and work samples to assess teachers' ability to plan, instruct, manage, and un­ derstand professional responsibilities. In addition, Praxis III assesses the teacher's sensitivity to learners' developmental and cultural differences. You are most likely to encounter Praxis I during your teacher preparation, Praxis II after its completion, and Praxis III during your first year of teaching. Standards'Based Professional Development past One important outcome of the reform movement in education is the increased use of standards to focus curriculum and instruction on important learning goals. Standards­ based education is changing K-12 education, as you'll read about in Chapter 3 when we 20 • CHAPTER 1 www.ablongman.com/kauchak4e discuss teacher planning. It also is changing the kinds of experiences you'll have in your teacher education programs. Beginning Professional Development: INTASC Standards. In the past, learning to teach was easier and the demands on beginning teachers were not as great. This situation has changed (Berliner, 2000). A rapidly ex-panding body of literature consistently demon­ strates that teaching now requires professionals who are highly knowledgeable and skilled. The profession is responding. Created in 1987, the Interstate New Teacher Assessment and Support Consortium (INTASC, 1993) was designed to help states develop better teachers through coordinated efforts of support and assessment. INTASC has raised the bar by setting rigorous standards for new teachers in important areas such as planning, instruction, and motivation. These standards describe what you should know and be able to do when you first walk into a classroom. At this point general standards organized around 10 principles have been prepared, and subject area standards and a Test for Teaching Knowledge (TTK) are being developed. These principles are outlined in Table 1.2. The principles are expanded by describing the knowledge, dispositions, and perfor­ mances teachers are expected to demonstrate. For instance, with respect to the first prin­ ciple, teachers should understand how students' misconceptions in an area---such as believing that the earth is closer to the sun in the summer (in the Northern Hemisphere) can influence their learning (knowledge of the subject matter and how it influences stu­ dent learning). In terms of dispositions, teachers should be committed to continuous learning (disposition to continually grow as a professional). Finally, teachers should be able to use a variety of ways to illustrate ideas to make them understandable to students, such as using demonstrations, pictures, technology, and classroom discussion to illustrate the seasons (performance-using the knowledge and dispositions to increase student learn­ ing). Similar knowledge, dispositions, and performances exist for each principle. The INTASC standards are demanding, but this is as it should be. If you expect to be treated as a professional, you should have the knowledge and skills that allow you to make the decisions expected of a professional. Being able to meet the INTASC stan­ dards is a good beginning. Advanced Professional Standards: National Board Certification. Licensure is the process states use to ensure that teachers meet minimal professional standards. In comparison, national board certification by the National Board for Professional Teaching Standards (NBPTS) seeks to strengthen teaching as a profession and raise the quality of education by recognizing the contributions of exemplary teachers, compensate them financially, give them increased responsibility, and increase their role in decision making. National Board Certification is directed by five core propositions which are outlined and de­ scribed in Table 1.3. National board certification has five important characteristics: • It is designed for experienced teachers. Applicants must have graduated from an accredited college or university and must have taught at least three years. • Applying for national board certification is strictly voluntary and independent of any state's licensure. It is intended to indicate a high level of achievement and professionalism. .-\auchak4e RESEARCH AND TEACHING • 21 ve in your ~ g to teach uation has ~. demon­ ad skilled. r.s: THE INTASC PRINCIPLES Principle 1. Knowledge of subject 1ssessment op better raised the planning, '" and be 2. Learning and human development The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. The teacher understands how children learn and develop and can provide learning opportunities that support their intellectual, social, and personal development. 3. Adapting instruction The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. 4. Strategies The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills. prepared, eveloped. d perfor­ irst prin­ -such as :llsphere) nces stu­ ntinuous iould be Description 5. Motivation and management The teacher uses an understanding of individual and group . motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. 6. Communication skills The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. 7. Planning The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals. ;C stan­ 8. Assessment process Janson, The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner. 9. Commitment The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. students, illustrate at learn­ xpect to v you to tandards ucation mcially, [ational uid de­ rom IrS. ident ~nt 10. Partnership The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being. Source: From Interstate New Teacher Assessment and Support Consortium. (1993). Model stan­ dards for beginning teacher licensing and development: A resource for state dialogues. Washington, D.c., Council of Chief State School Officers. Reprinted by permission. 22 • www.ablongman.com/kauchak4e CHAPTER I ~ (.~ PROPOSITIONS OF THE NATIONAL BOARD FOR PROFESSIONAL TEACHING STANDARDS Proposition Description 1. Teachers are committed to students and their learning. • Accomplished teachers believe that all students can learn, and they treat students equitably. • Accomplished teachers understand how students develop, and they use accepted learning theory as the basis for their teaching. • Accomplished teachers are aware of the influence of context and culture on behavior, and they foster students' self-esteem, motivation, and character. 2. Teachers know the subjects they teach and how to teach those subjects to students. • Accomplished teachers have a rich understanding of the subject(s) they teach, and they appreciate how knowledge in their subject is linked to other disciplines and applied to real-world settings. • Accomplished teachers know how to make subject matter understandable to students, and they are able to modify their instruction when difficulties arise. • Accomplished teachers demonstrate critical and analytic capacities in their teaching, and they develop those capacities in their students . 3. Teachers are responsible for managing and monitoring student learning. • Accomplished teachers capture and sustain the interest of their students and use their time effectively • Accomplished teachers are able to use a variety of effective instructional techniques, and they use the techniques appropriately. • Accomplished teachers can use multiple methods to assess the progress of students, and they effectively communicate this progress to parents. 4. Teachers think • Accomplished teachers are models for intellectual curiosity, and they display virtues-honesty, fairness, and respect for diversity-that they seek to inspire in their students. • Accomplished teachers use their understanding of students, learning, and instruction to make principled judgments about sound practice, and they are lifelong learners. • Accomplished teachers critically examine their practice, and they seek continual professional growth. systematically about their practice and learn from experience. 5. Teachers are members oflearning communities. • Accomplished teachers contribute to the effectiveness of the school, and they work collaboratively withtheir colleagues. • Accomplished teachets evaluate school progress, and they utilize community resources. • Accomplished teachers work collaboratively with parents, and they involve parents in school activities. Source: Reprinted with permission from the National Board for Professional Teaching Standards. VVhat Teachers Should Know and Be Able to Do, 1994. All rights reserved. • Acquiring national board certification requires that teachers pass a set of exams in their area of specialty, such as math, science, early childhood, or physical ed­ ucation and health. • Additional evidence, such as videotapes of teaching and a personal portfolio, are used in the assessment process. • r'kauchak4e iIONAL ley treat ulrure on aracter, s} they ked to standable esin s. udents ictional ogress of ts. hey they ing, and RESEARCH AND TEACHING • 23 • The primary control of the NBPTS is in the hands of practicing teachers, which increases the professionalism of teaching. Since the NBPTS is for veterans, why are we providing this information in this book-one studied by preservice teachers early in their programs? There are four rea­ sons. First, national board certification can provide a long-term career goal combined with financial incentives for you as a new teacher. Thirty-nine states and nearly 200 school districts have spent millions of dollars to reward teachers who successfully com­ plete the process; by late 2000 nearly 5,000 teachers had done so, with another nearly 10,000 awaiting word on whether or not they had passed (Blair, 2000). California teachers who successfully complete this certification process receive a $10,000 bonus; in North Carolina, the state pays the entire $2,000 application fee and rewards successful applicants with a 12 percent increase in the state's portion of salaries paid to teachers (Feldman, 2000). Second, the criteria in Table 1.3 emphasize the pedagogical content knowledge, gen­ eral pedagogical knowledge, and knowledge of learners and learning that we discussed earlier in the chapter. The NBPTS recognizes that increasing professionalism requires teachers who are both highly knowledgeable and skilled in their areas of specialization. Finally, evidence indicates that national board certification makes a difference. A study comparing teachers who had successfully completed the process to those who had attempted but failed to achieve national board certification found that the nationally certified teachers scored higher on nearly all measures of teaching expertise. The study involved at least 75 hours of observation of each teacher, together with interviews and samples of student work (Blair, 2000). National board certification is a long-term goal that is well worth pursuing and one we're encouraging you to keep in mind as you begin your career. Developing a Professional Portfolio nd they seek 01. and exams 'al ed- The interview was going okay, but I was uneasy. The principal I was interviewing with was cordial, but she certainly wasn't enthusiastic. "I've had it," I thought to myself She even quit asking me questions after about 20 minutes. I really wanted the job, too. As I was about to leave, I happened to mention, "Would you like to see my portfolio?" She looked at it for a couple minutes, and then she started asking some probing questions. When she stuck my CD-ROM in her computer and saw me teaching, she really lit up. I got the job! (Shannon, a recent graduate and new teacher) As you begin this section you might wonder, "Why are they talking about inter­ views and portfolios now, in the middle of my teacher education program? Jobs and in­ terviews may be months, even years, away. The answers are simple. The sooner you start assembling your professional portfolio, the better, and professional portfolios are one of the best ways to document and reflect on your growth as a teacher. A professional portfolio is a collection if workproduced by a prospective teacher. Just as artists use portfolios of produced work to illustrate their talents and accomplishments, teachers use portfolios to document their knowledge and skills. The reason you should start now in thinking about your portfolio is that you may want to include products that you complete throughout your program, including assign­ ments for the course you're in now. For instance, suppose you teach a particularly good 24 • www.ablongman.com/kauchak4e CHAPTER I lesson for one of your methods classes. You may want to include a copy of the lesson plan, a videotape of you teaching the lesson, and student work samples to document the lesson's effectiveness and your growth as a developing teacher. Though this experience will have occurred long before you actively seek ajob, it can be a valuable entry never­ theless. The sooner you start thinking about what to include in your portfolio, the less likely you are to omit valuable or important entries. Portfolios also provide tangible benchmarks that you can use for reflection; and re­ flection, or thinking about your actions and beliefs, can accelerate your growth as a pro­ fessional. For instance, suppose you have yourself videotaped teaching a lesson for one of your teaching methods courses. The videotape is a concrete indicator ofyour skills at that point and provides a tangible basis for your reflection. Later, you may complete another videotaped lesson during an internship experience or student teaching. A comparison of your performance in the two lessons provides a concrete measure of your progress. Possible Porifolio Entries. The contents of a professional portfolio can take many forms. Some possible suggestions are included in Table 1.4. These types of portfolio entries provide different perspectives on your growth as a professional. Preparing a Porifolio. Preparing a portfolio typically involves five steps (Martin, 1999): 1. Specffy a goal. For example, you're probably taking this course because you've ei­ ther decided that you want to teach, or you're at least considering teaching. Find­ ing a satisfying job would be a likely goal. 2. Determine how both past andfuture experiences relate to the goal. You might choose to tutor a student with a reading problem, for example, to get professional experi­ ence that will make you more marketable. 3. Strategically collect items thatprovide evidence if your developing knowledge and skill. A video clip of you working with the student would be a excellent entry, for instance. 7Jte, 1.9 POTENTIAL PROFESSIONAL PORTFOLIO ENTRIES Lesson plans Community involvement Unit plans Grading policies Videotapes oflessons taught Transcripts Student work samples Volunteer work Student projects Technology competence Action research projects As a teacher: Principal evaluations Supervisor evaluations Classroom management plan Classroom rules Communications with parents Source: Adaptedfrom Bullock and Hawk (2001). ir\auchak4e the lesson ument the sperience uy never­ 0, the less n: and re­ as a pro­ for one of aDs at that r another parison of 1 ress. ny forms. RESEARCH AND TEACHING • 25 4, Decide what items among your collection best illustrate your knowledge and skills. For ex­ ample, since a prospective employer is unlikely to view a bulky collection or series of videotapes, a videotaped lesson is likely a better entry than is a clip from a tu­ toring session. 5, Determine how to best present the items to the person orpeople connected to yourgoal, such as the personnel director of a school district in which you want to teach. In addition to planning for your professional portfolio, you also need to construct one. All professional portfolios have four components: • Purpose: To document a particular aspect of your growth as a teacher, such as your ability to plan or implement a specific type of lesson. • Audience: This can vary from a professor or instructor to a prospective employer. • Evidence: Consists of work samples that document accomplishments and growth. • Reflections: Thoughts about the evidence and how they document professional growth. (Bullock and Hawk, 2001) owth as a D. 1999): rve ei­ g. Find­ oose to rperi­ ~A nstance. Just as professional portfolios have different components, they also have different pur­ poses (Bullock and Hawk, 2001). Process portfolios are designed to showcase a teacher's growth over a period oj time. For example, a process portfolio on assessment would contain student assessments and work samples that document your developing ability to assess stu­ dent learning progress in a number of different ways. A second type of portfolio, a product portfolio, contains a specific set oj evidence de­ veloped over a short period of time to meet a desired outcome. For example, a product portfolio on planning might include a unit plan integrating several content areas around a common theme. A product portfolio documents professional growth through a final product. A third type of portfolio, a showcase portfolio, contains collections oj a person's best work as chosen by that person. For example, a showcase portfolio on teaching writing would document your ability to use different approaches to writing instruction together with work samples of students. Showcase portfolios are often used for job interviews and may contain elements of the other portfolio types. As we said earlier, the sooner you start making these decisions, the more complete and effective your portfolio will be. As you begin, we offer three suggestions: • Initially, err on the side of including too much in the portfolio. If you think you might use it, include it now. You can always remove an item, but including an item you've discarded is difficult, if not impossible. • Always date the entry. If you want to organize your portfolio chronologically, the dated items will make organizing the information simpler. • Make all entries and supporting information with clear communication in mind. You're trying to convince a potential employer that you're knowledge­ able and skilled, and you want to make his or her decision as easy as possible. A well-organized portfolio creates a positive impression; the opposite occurs with a disorganized one. ELECTRONIC PORTFOLIOS. As we move farther into the information age, the development of electronic portfolios is becoming more commonplace. They include everything a paper-based product includes, but they do it more efficiently. For example, 26 • CHAPTER 1 www.ablongman.comlkauchak4e one CD-ROM disk can hold the equivalent of 300,000 text pages (Lankes, 1995). Typed documents can be scanned into word processing flies and stored on floppy disks or CD-ROMs, and video can be digitized and also stored on CD-ROMs. This saves both time and energy. People who want to view a video episode in a paper-based port­ folio must find a VCR, review the tape and put it back into the correct portfolio con­ tainer. In contrast, video footage in an electronic portfolio can be augmented with text and graphics and accessed with the click of a mouse. This is what got Shannon her job. The principal was impressed with both her teaching and the fact that the information in her portfolio was so easy to access. Electronic portfolios require sophisticated computer equipment and software as well as skilled users. In spite of these obstacles, however, it is likely that the expansion of technology will eventually make paper-based portfolios obsolete, so the sooner you de­ velop your technology skills in these areas the more effective your portfolio will be. ORGANIZING YOUR PORTFOLIO. You will want to organize your portfolio to make it accessible to an evaluator. As an organizational guide, put yourself in evaluators' shoes. Remember, they don't know much about you, you want them to, and you want to make it as easy for them as possible. Let communication and ease of access be your guide for organizing the information in your portfolio. Regardless of whether your portfolio is paper based or electronic, you will want to start with a title page followed by a table of contents. Then you'll want to include the most impressive entries, followed by those less significant. Work samples and evidence of performance, such as video clips, are always treated more significantly than testimo­ nialletters, which are often essentially disregarded. USING THIS BOOK TO LEARN TO TEACH This book can help you in your efforts to become an expert teacher in several ways. Per­ haps most importantly, it describes research findings that connect teacher actions to stu­ dent learning. Some of this research is described as concepts that are highlighted in boldface type and defined in italics to identity them as important ideas. These important concepts, with page numbers, are also found at the end of each chapter to aid you in your study. Other research findings appear as teaching strategies designed to accomplish specific goals. Our intent in presenting this information is to provide you with the con­ ceptual tools you need to analyze your own and others' teaching and to plan and im­ plement effective lessons in your own classroom. Case studies are used throughout this book in an attempt to bridge theory and prac­ tice. We begin each chapter with a case that frames important concepts and major issues in the chapter, and we end each chapter with an additional case for you to analyze called "Re­ flecting on Teaching and Learning." These case studies serve several functions. First, they illustrate abstract ideas, attempting to help you understand what these ideas look like in classrooms. We used brief case studies in the previous section to illustrate teacher decision makin~an abstract and potentially difficult to understand concept. In addition to being useful illustrations, case studies show how important ideas can be applied in classrooms. You should know that the Praxis II series, described previously, uses case studies such as these to test beginning teachers' knowledge. Your familiarity with the use of cases to illustrate com­ plex ideas will assist you on this test. These cases are based on our experiences in the real world of schools and are an attempt to provide you with a realistic slice of classroom life. om'1ng cultural resources of ~ing teach:5 Ienrs immi­ me United build on it. mguages to [ retain the an instruc­ mastery of aced at risk . ro survive to produce I problems ~ Effective Ie<1ching in ;peetations Id that in­ es. group­ ies are all students' onceptual oc focuse, ar all stu­ 11 help to fosrering STUDENT DIVERSITY. Active teaching 47 Adaptive fit 60 Assistive technology 65 At-risk students 44 Behavioral disorders 62 Between-class ability grouping 54 Bidialecticism 41 Conceptual tempo 57 Cultural deficit theory 34 Cultural difference theory 36 Culturally responsive teaching 37 Culture 34 Dialect 41 Emotionally disturbed 62 Emotionally handicapped 62 English as a Second Language programs (ESL) 42 Field dependence/independence 56 Gardner's theory of multiple intelligences 51 Inclusion 60 Individualized education program (IEP) 61 Intelligence 50 Joplin plan 54 Learning styles 56 Least restrictive environment 60 Mainstrearning 60 Maintenance bilingual programs 42 Multi-ability tasks 53 Multicultural education 34 Resilience 45 Socioeconomic status 44 Students with exceptionalities 59 Students with mental retardation 61 Students with learning disabilities 61 Students with mild-moderate disabilities 61 Teacher expectations 35 Transitional bilingual programs 42 Within-class grouping 54 Sharon Beasley didn't know what to expect. Though she had been teaching for several years, enrollment shifts in her district resulted in her being transferred from a wealthy, vir­ tually all Caucasian school in the district to the central part of the city. She looked forward to the change with both enthusiasm and apprehension. She had confidence in herself as a teacher and believed she had been doing a good job with the second graders in her classes but she didn't quite know what to expect at Webster Elementary. She started the school year as she always did-with pretesting. She used the same pretests that she had used previously and was eager to see how her new class performed. As she graded the pretests, her face took on a concerned, if not bewildered, look. Some of her students were right where she thought they should be. However, a large part of her class was well below grade level, needing work on basic skills that they should have learned last year in first grade. "There is no way I'll be able to teach them all the same way," she thought to herself, "so I better break them into groups to match their abilities." The next day she formed four reading and math groups. Interestingly, they consisted of just about the same students, even though the content areas were different. She de­ cided to go very slow with her two lowest groups so as not to lose them. Many of them were struggling with English as a second language, and this posed problems for them in language arts. The two top groups she pushed hard and was pleased with the results. For 67 68 • CHAPTER 2 www.ablongman.comlkauchak4e logistical and practical reasons, she decided not to group for the other subjects. Instead she utilized whole group lessons that gave her a breather from the complexities of running four groups at a time. Most of the lessons went well, but she noticed that the same stu­ dents who did well in math and reading also excelled in subjects like science and social studies. Her A students seemed to have answers for all of her questions, but the students in her lower groups seemed bored and unengaged. When she graded her quizzes and homework. she noticed that many of her students handed in partial work or didn't hand in any at all. She sent a letter home to all students explaining her grading system and ask­ ing parents to help their children but received replies from only half of the parents. When she asked students why their parents didn't respond, she only received shrugs. This was discouraging. She thought that perhaps motivation was a problem, so she decided to design a the­ matic unit with learning activities around Christmas, a holiday that she believed all students were excited about. She wrote some math story problems around Christmas shopping, made a crossword puzzle using Christmas terms, and designed a social studies unit around Christmas around the world. This seemed to make some difference, but still there were students who she felt were on the fringe of the class. Sharon talked to her principal and some other teachers, and they suggested that per­ haps she needed some outside help with her slower students. After consulting with the special education specialist in her school, they decided to have five of her students tested. As Sharon had suspected, each of the five had some type of learning problem. Interest­ ingly, four of the five came from homes where English wasn't spoken at home. With the help of the specialist, she designed learning activities for these five that could be reinforced in the resource room, where the five went for special help for one half hour every day. At the suggestion of the specialist, she designed lessons that began with con­ crete examples and were more interactive for her entire lower group. Sharon asked many more questions and made sure that students had plenty of time to answer, When students didn't seem to understand her question, she'd rephrase it or have one of the other students ask it in Spanish. She also did more groupwork, with the students helping each other. Sharon's class was working better, but still she wondered if there was more she could do. Questions for Analysis 1. Analyze Sharon's use of grouping. Which grouping practices were supported by research? Which weren't? What could she have done to make her grouping more effective? 2. How well did Sharon use interactive questioning strategies to involve her stu­ dents? What alternatives might she have tried? 3. How effective was Sharon's communication with her students' parents? What might she have done to improve her communication? 4. Comment on the choice of Christmas as the focal point for her thematic unit. 5. Provide an alternate explanation for the composition of her five resource students. How well did Sharon do in adapting her instruction for these students? 6. What other suggestions do you have to improve student learning in Sharon's class? coov'kauchak4e mead frunning Ie stu­ social nJdents sand (hand nd askl When was lIS ~ me­ ilUdents Ill&, around IW'ere [ per­ me esred, esrcould Fhour I MI­ many dents lldents rted by ngmore STUDENT DIVERSITY. 69 1. What cultural groups live in the areas where you will be teaching? What do you know about these cultures? How do their cultural beliefs and attitudes influence learning? 2. What important differences exist between the cultural difference theory and the other two theories? Why are these differences important for teachers and students? 3. How were the interaction patterns of the Warm Springs Native Americans simi­ lar to those of rural African Americans in the Carolinas? Different? What impli­ cations do these similarities and differences have for instruction? 4. How are the different instructional approaches to teaching English similar? Dif­ ferent? What are the advantages and disadvantages of each? 5. How are students placed at risk similar to culturally different students? Different? What implications does this have for instruction? 6. Students placed at risk used to be called underachievers or potential dropouts. Why is at risk a more appropriate term, and how does the use of this term signal changes in society? 7. What is the SES of the students you will likely be teaching? What indicators did you use to reach this conclusion? How will this influence your teaching? 8. Which of Gardner's multiple intelligences is most emphasized in school's today? Least? Which do you think should be emphasized more? Why? 9. What are the pros and cons of teachers attempting to change students' learning styles? Which learning style difference is most important to you? Why? 10. How do learning styles relate to Gardner's multiple intelligences? Do you think these differences are genetically or environmentally influenced? Explain. 11. Think about the dimensions of intelligence identified by ex-perts: (a) abstract thinking and reasoning, (b) problem-solving ability, and (c) capacity to acquire knowledge. Which do you think is more important in today's world? Least? Why? 12. Of the four strategies listed to accommodate diversity-creating multidimen­ sional classrooms, flexible time, grouping, and strategy instruction-which have the most positive long-term potential for students? Least? Why? 13. How are the three categories of mild-moderate disabilities-intellectual disabil­ ity, learning disability, and behavioral disorder-similar? Different? . stu­ ~t unit. students. on's 1. Teaching Multicultural Students. Observe a class using interactive teaching. In ob­ serving this classroom, analyze the class for any differential participation rates by minority students. To do this, identify a comparable number of minority and nonminority students to observe (three or four of each is optimal). Observe them during the lesson noting the following: a. How do their attending rates compare-that is, are they participating in the lesson and listening to the interaction? 70 • CHAPTER 2 www.ablongman.com/kauchak4e b. How often do students from each group raise their hands to answer a teacher question? c. How often do students from each group get called on? What implications do your results have for your teaching? 2. Teaching Students Placed At Risk. Identify a class with considerable numbers of stu­ dents placed at risk. Observe a lesson in that class and analyze it in terms of the following strategies: a. active teaching b. use of manipulatives and examples c. active student involvement d. interactive teaching e. practice and feedback f. high success rates What else does the teacher do to teach these students effectively? What implica­ tions do your findings have for you as a teacher? 3. Differences in Learning Ability: Student Perspectives. Observe a class working on an in-class assignment. As you do this, circulate around the room so you can observe the work progress of different students. As you do so, note the following: a. Beginning times-Do all students get immediately to work, or do some take more time starting? b. On-task behaviors-What percentage of the class stays on task throughout the assignment? c. Completion times-When do the first students complete the assignment? When do the last students finish? d. Teacher monitoring-What does the teacher do during the seatwork? How do students signal that they need help? e. Options-What options are there for students who complete their assignments early? What strategies can teachers use to accommodate students with different learning abilities? 4. Differences in Learning Ability: Teacher Perspectives. Interview a teacher to investigate the teacher's use of the following strategies to deal with differences in learning ability: (a) flexible time requirements, (b) grouping, (c) strategy instruction, (d) peer tutoring and cooperative learning. Ask these questions: a. Are differences in learning ability a problem for the teacher? Why or how? b. Does the teacher use any of the strategies mentioned in this book? Which ones work and why? Have any been tried that didn't work? c. Does the teacher employ any other strategies for dealing with differences in learning ability? How do you plan to deal with differences in learning ability in your classroom? 5. Students with Exceptionalities. Interview a teacher about students with exceptionali­ ties in the classroom. Ask the following questions: a. Which students are classified as exceptional? What behaviors led to this classifi­ cation? What role did the teacher play in identification? .\auchak4e • reacher en ofstu­ I of me STUDENT DIVERSITY • b. In working with students with exceptionalities, what assistance does the class­ room teacher receive from the following people? (1) special education teacher (2) school psychologist or school counselor (3) principal c. What does an IEP look like? How helpful is it in working with exceptional students in the classroom? e. What strategies does the teacher use to help these students in the classroom? What implications do the teacher's responses have for you as a teacher? implica­ ~on an • observe IDe rake ~ut the Inlt? ? How do lignments learning IleSrigate rmng n. ~-? llich ones 100m? ptionali­ 71 I. Planning: A functional analysis II. Variables in instructional planning A. The teacher B. Learners C. Motivation: An integral part of planning D. Content E. Teaching context E Materials and resources G. Time III. The linear rational model: A sequential planning model A. Goals: A beginning point for teacher planning B. C. D. G. H. Kinds of goals: The three domains Long-term planning Unit planning Lesson planning Instructional alignment: A key to learning IV Integrating the curriculum: Interdisciplinary and thematic units A. An integrated continuum B. Designing and implementing integrated units C. Research on integrated planning V Research on teacher planning lomains ,ey to n Pbnning for diversity: Individualized 1IlSUUction ."- Varying time B. Varying learning objectives C. Adapting instructional materials D. Offering different learning activities E. Technology as a tool for individualizing instruction The intercom breaks into the middle of a teacher's class and blares, "Teachers, don't forget in your plans for next week before you leave this afternoon." 10 10m A teacher, responding to another's question about her summer, replies, 'T m going to be writing curriculum for the district the first two weeks, and then I' m going to rest, rest, rest!" Two friends discuss their plans for the weekend. In the broadest sense, each of these examples involves some element of planning. Planning is a human endeavor that spans a broad spectrum of activities; its basic func­ tion is to simplify the environment and allow for strategic, goal-oriented activity. The importance of planning in teaching cannot be overemphasized. Why do teachers plan? How do they actually plan for their instruction? How does it help them in their professional decision making? How important is planning for ef­ fective teaching? We try to answer these questions in this chapter. We discuss traditional approaches to planning, including topics such as preparing year-long, unit, and lesson plans and the historically revered linear rational planning model. We also discuss planning for inte­ grated units, and the chapter concludes with research examining teacher planning, its effects on effective instruction, and planning for diversity. When you have completed your study of this chapter, you should be able to meet the following goals: • Identify major variables that influence instructional planning. • Describe similarities and differences between taxonomies in the three domains. • Explain how long term, unit, and lesson planning relate to each other and ful­ fill different planning needs. • Identify advantages and disadvantages of integrated and thematic units. • Describe research that has examined teacher planning and its effects on instruction. • Describe different planning strategies for individualization. To introduce the topic of teacher planning, consider the following teachers volved in classroom planning. mirs .integrated mg Peggy Stone, a student intern in a large middle school. was scheduled to be observed by her university supervisor. While understandably a bit apprehensive at the prospect of being evaluated, she eagerly anticipated the experience because she had carefully planned her lesson the night before. As the students filed in the room, she handed her supervisor the following copy of her lesson plan. 111­ 74 • CHAPTER 3 www.ablongman.com/kauchak4e Unit Title: Mathematical Operations Goal: To have students understand the order of mathematical operations and how they are used. Objective: Students will understand the order of arithmetic operations, so when given a se­ ries of problems involving the four operations, they will solve each correctly. Rationale: Students need to understand the order of operations so they can accurately sim­ plify and solve algebraic expressions. Content: Arithmetic operations are completed in the following sequence: 1. Multiply and divide (left to right). 2. Add and subtract (left to right). Procedures: 1. Show the students the following problem: l4/7x2+5-6 Ask what the right answer is. Encourage multiple answers. 2. 3. 4. 5. Explain to the students that we're beginning the topic "Order of Operations." Ask the students to explain what operation means. Clarify if necessary. Present the rules for order of operations. Write on board. Demonstrate a solution to the problem, referring students to rules for order of op­ erations as the demonstration proceeds. 6. Show students the following problem: 6+9x4/3-7 7. Solve the problem with the help of students, calling on individuals to verbally de­ scribe each step. 8. Present several other problems and solve them as a group. 9. Present students with the attached worksheet and guide them through the First two problems. 10. Have students work the remaining problems on the sheet as I monitor the class. 11. Give homework assignment, all odd-num bered problems on page 194 of their text. Assessment: Present students with problems involving order of operations. Have them solve the problems. Materials and Aids: Sample problems, worksheet, text. Now, let's look at a second teacher. Jim Hartley, a veteran of 10 years experience teaching secondary American history, walked into his room early, as he always did, and pulled out his plan book. He looked to see what he had written in anticipation of the day's work, nodded to himself. and headed off to the media center. His plan appeared as follows: British Exploration Religious freedom, secular, nongovernment sponsored Ibuchak4e TEACHER PLANNING: RESEARCH AND REALITY. 75 Spanish Exploration yare 3 Gs-gold, God, glory More integration with natives, slave labor a se­ op­ ~d (Film on Spanish and Mexican fiesta) Were these two teachers' lessons well planned? Was Peggy Stone's class better planned than Jim Hartley's? Do their plans alone or together represent the scope of teacher planning? What does teacher planning mean? We attempt to answer these ques­ tions in the paragraphs that follow. We answer the last question first. Definitions of instructional planning range from the simple products that appear on paper or in a planning book, such as those of Peggy and Jim, to complex psychological processes in which a teacher "visualizes the future, inven­ tories means and ends, and constructs a framework to guide his or her future action" (Clark and Peterson, 1986, p. 260). The future might be as long away as a year or as near as the next day. In both cases, teachers consider how content, goals, materials, and activi­ ties will influence student learning. With year-long planning, this thinking is more gen­ eral and abstract, while daily lesson planning involves more specific and concrete thinking. Beginning education students often think of planning simply as writing an objec­ tive and preparing a lesson plan. It is much more than that, however, and it is also much more than the information that appeared in either Peggy's or Jim's respective plans. For example, Jim planned to use a film to encourage a comparison of Spanish and Mexican fiestas and ultimately lead to questions about cultural similarities and differences. He wanted his students to think about why there were differences, in spite of the fact that the two groups had many similar origins. He then planned to compare the Spanish with English settlers in terms of their interactions with the Native Americans. Jim had much more in mind in terms of content, sequence, and method than appeared on paper. Typ­ ical of veteran teachers, his actual plans were much more complex than what appeared on paper (Morine-Dershimer, 1979). In contrast, Peggy was much more detailed in her written plans. This is typical of beginning teachers; because of inexperience and anxi­ ety they structure their lessons in greater detail and write more things down (Neale, Pace, and Case, 1983). Planning includes all the instructional decisions teachers make prior to actually teaching. Content, activities, learner motivation, grouping of students, projects, grading practices, and classroom management are all considered in this process. We discuss planning for classroom management in greater detail in Chapter 6, and we examine the role of plan­ ning for assessment in Chapter 12. PLANNING: A FUNCTIONAL ANALYSIS Why do teachers plan? The answers to this question are the focus of this section. No two teachers teach in the same way; similarly, no two teachers plan in exactly the same way. Teaching is a higWy personal and idiosyncratic process, and planning allows teach­ ers to personalize the curriculum-in a sense, to make it their own. In this regard plan­ ning serves three important functions: • It allows teachers to anticipate instructional needs in advance so materials can be gathered and organized. 76 • www.ablongman.com/kauchak4e CHAPTER 3 • It provides a "script" that directs interactions with students. • It provides a form of emotional or psychological security, which bolsters teach­ ers' confidence and helps reduce the normal anxiety associated with teaching. (Clark and Yinger, 1979; McCutcheon, 1982) Let's look at these functions in practice. Janet Evans is a new faculty member in a math department at a magnet school designed to attract diverse high-ability students throughout the city. Because her transcript revealed a few computer courses, she was assigned to teach a second-year programming course for which she has little background. She is experiencing considerable anxiety, both because she is new and because she lacks confidence in her understanding of the content. She spends hours every day studying but is quite dissatisfied with her plans as she enters the classroom each day. One day she enters the teachers' lounge with an extra bounce in her step; her conver­ sation is more animated, and she is more enthusiastic. "You're in a good mood today," remarks another rookie who has become her confidant. "I've found the secret," she replies. "It's transparencies. When I have to present new material, I just write my outline down on the transparency with questions or problems for students. I use them to remind me where I am, and then I can keep the flow of my presen­ tation going." She added with a grin, "It takes seven transparencies to make it through a whole class." Consider another example. "Irina Arnold is an elementary teacher planning a lesson on invertebrates. "The kids don't like science," she thinks to herself. "I even heard two of them saying how boring it is. What am I going to do?" As she tried to think of ways to make her unit more motivating, she seized on the idea of bringing in some real animals to class. On her way home from school that evening, she stopped in at a fish market and bought a crab, a clam, and a small fish. The next day she took all three, plus her daughter's hamster, into class. During the lesson, students examined and compared the four animals, analyzing their similarities and differences and, using the chart shown in Fig­ ure 3.1, compared vertebrates and invertebrates. As they worked, she noticed a level of energy and excitement that she hadn't seen in them before. Examples Similarities Differences Vertebrates Invertebrates r~ 3.1 Matrix Comparing Vertebrates and Invertebrates lI1Vkauchak4e TEACHER PLANNING: RESEARCH AND REALITY. 77 or IRers teach­ leaching. ,led to ala e for IUSe Ie Ihe onver­ lidant. new 15 for resen­ dass." idea of stopped all three, pared n in Fig­ of energy 1£ "That's the best science lesson I ever did," she concluded to herself afterward. After that experience, Trina tried to bring something interesting to class and involve students actively in each science lesson. Consider how each of the planning functions manifested themselves in these two scenarios. We said that planning organizes instruction and helps teachers feel more con­ fident and secure. Janet Evans's experience illustrates these functions. By structuring content on her transparencies, she was able to organize and personalize it, emphasizing some topics and deleting others. In addition, the transparencies provided a script for her interactions with students; she no longer had to keep all the information in her head. Finally, the transparencies bolstered her confidence and helped ease her anxiety because she felt well prepared. We have all been in situations where we feel nervous or uncertain in anticipating a teaching challenge. The content may be unfamiliar, we are unsure of our audience, or we have had a bad experience in the past. The tendency in these cases is to plan in more detail and to write more information on paper. This also helps explain why Peggy Stone had more extensive written plans than did Jim Hartley; she was an intern, in contrast to his 10 years of experience. Our second example is quite different from the first. While Janet used her planning time to identify and organize topics that helped her feel more secure, Trina Arnold used her planning time to consider the motivation and "involvement of her students. Does planning actually affect the way teachers teach? Research results suggests that it does. Researchers have found a positive correlation between the number of planning statements teachers made about content and their tendency to remain focused on the topic they were teaching (Peterson, Marx, and Clark, 1978). They further found that written statements about teaching procedures were related to the way teachers inter­ acted with their students. Planning is functional, influencing the ways teachers carry out their plans once they are made. What factors influence the shape teacher plans take? This question is the focus of the next section. VARIABLES IN INSTRUCTIONAL PLANNING A number of variables-teachers and their personalities, the learners we teach, content, the instructional context, resources, and available time--affect the planning process. These are illustrated in Figure 3.2 and in the sections that follow. The Teacher The most significant variable in the planning process is the teacher. Teachers' beliefs about the role of schools and what children should learn, their own capacity to help students, and their general philosophical approach to teaching and learning all affect the decisions they make (White and Williams, 1996). A teacher's philosophical position, while seem­ ingly remote and abstract, is important for learning. Teachers who feel a sense of mission and believe all students can and will learn are more active in their role, have higher ex­ pectations, and work harder to help students achieve (Ross, 1995). Teachers with philo­ sophical commitments to excellence take more personal responsibility for student failures 78 • www.ablongman.com/kauchak4e CHAPTER 3 MOTIVATION (How can I actively involve students in learning? What interests students?) THE TEACHER (Who am I? What do I know? How do I teach most effectively?) LEARNERS (What do they know? How do they prefer to learn?) MATERIALS AND RESOURCES (What resources are available to facilitate learning? How can I access these resources and materials?) CONTENT (What are the most important ideas? What essential skills and strategies do my students need?) CONTEXT (How does my class fit into the larger picture? What do my school and district expect me to teach?) TIME (How much time do I have to teach different topics? How are the school day and year divided in terms of time?) r~ ~.Z Factors Influencing Teacher Planning and increase their efforts to help underachieving students. Less committed teachers are more likely to attribute lack of achievement to student shortcomings (pintrich and Schunk, 1996). Teachers' understanding of the content they teach also affects the planning process. Research indicates that teachers unfamiliar with lesson content ask lower-level ques­ tions, stick closer to the text, and discourage students from asking questions (Carlsen, 1987; Dykstra, 1996; Shulman, 1987). The implications of this research are clear: De­ veloping your understanding of the content you teach is an essential part of planning. When you are teaching unfamiliar content, you need to spend extra time studying to ensure that the lessons you develop will be effective. Learners Karen Passey, a kindergarten teacher, sat down to plan her next week's lessons. "Hrnm. let's see, figures and shapes. I better plan on something active for my afternoon group, or they'll go bonkers after 5 minutes of sitting quietly." Pam Shepard looked at her planning book to refresh her memory about the topics for her next semester. "Hmm. Shakespeare. My honors classes should be able to handle it without any problems, but I'll have to really plan carefully with my third period class." rbuchak4e TEACHER PLANNING: RESEARCH AND REALITY. 79 As we saw in Chapter 2, learners exert a powerful influence on our instructional decisions, and many of these decisions occur during the planning process. The age of our students, their background knowledge, motivation, and interests all affect decisions we make as we plan for instruction. Learners' ages are among the most powerful variables affecting planning. Age is closely related to attention span, which determines-at least in part-how long an ac­ tivity within an individual lesson can be (Berk, 1997). One teaching adage recom­ mends, "Don't plan any single learning activity longer than the age of your students." Karen Passey, in planning for her kindergartners, made sure that any quiet listening time wouldn't exceed 5 minutes. A middle school teacher might be able to stretch this to 12 or 15 minutes, but beyond that would probably be pushing it. Students' background knowledge is another powerful factor influencing planning. All new learning builds upon current understanding (Eggen and Kauchak, 2001). For example, a lesson on writing paragraphs depends on skills such as writing grammatically correct sentences, organizing ideas, and presenting information succinctly and accu­ rately. In a later section, we'll describe how task analysis can be used to determine pre­ requisite knowledge. Motivation: An Integral Part of Planning thers are .Schunk, :process. id ques­ ~lsen, ear: De­ bnning. to ~ing .. Learner motivation is another important variable influencing planning. Motivation is the second greatest concern of beginning teachers, exceeded only by management (Veenman, 1984). For experienced teachers, motivation is often their greatest concern; they continue to wrestle with it long after management concerns are resolved (Zahorik, 1996). Student motivation occurs at two levels-global and lesson specific. At a global level, student motivation represents the cumulative effects of past learning experiences. If they have been successful, students come to us confident, alert, and eager for new learning. Unfortunately, the opposite is also true. The second type of motivation-lesson specific-is more malleable and more sub­ ject to the immediate influence of the teacher. Lesson-specificmotiv;tion can be in­ creased in many ways. We look at three ways teachers can increase motivation through their planning here. First, teachers can plan to capitalize on students' interests (Zahorik, 1996). Teach­ ers describe the importance of student interest in this way: Student interest is a major interest to me in planning sessions. I don't think kids have to love everything I'm teaching, but if they are "sleeping" before I even get into the lesson, they don't get a chance to see where the lesson was going. (Elementary teacher) Student interest is the major concern after the mandated curriculum. I try to take each thing I have to do and find some way to relate it to the students, or find an aspect of it which will really grab their attention. (Secondary history teacher) (Zahorik. 1996, p. 559) r xn Effective teachers use student interest as a springboard to pull them into lessons. For ex­ ample, elementary teachers use children's fascination with Halloween to teach writing, 80 • CHAPTER 3 wvvw. ablongman .com/kauchak4e poetry, art, and music. In a similar way, effective middle school and high school science teachers capitalize on teenagers' fascination with their changing bodies to teach biology and health concepts. Strategic planning integrates motivation into every lesson. A second way to plan for student motivation is to design activities that arouse stu­ dents' curiosity, draw them into lessons, and keep them there (Eggen and Kauchak, 2001). One researcher called these motivational strategies "catch factors" because they capture students' attention and increase their interest in the topic (Mitchell, 1993). Ask­ ing open-ended or rhetorical questions is one strategy for capitalizing on curiosity and increasing motivation. For example, a lesson on dinosaurs might begin with, "Consider the dinosaur-the largest and most fearsome of all land animals, some as big as a house. Suddenly they became extinct. Why?" In a similar way, a lesson might begin with a dis­ crepant event-an event that is puzzling to students. For example, a home economics lesson on baking might begin with two loaves of bread, one perfect and the other flat. The teacher would begin thc lesson by saying, "These two loaves started out the same way and had the same ingredients. One turned out like this; the other this way. Why do you suppose? . .. We'll find out in this lesson." A third strategy for increasing motivation is to design lessons that actively involve students (Zahorik, 1996). Using manipulatives, games, simulations, role playing and drama projects, problems, and puzzles are all techniques used to increase involvement. In planning motivating lessons, effective teachers consciously avoid activities that place students in passive roles. Content The type of content we're teaching also influences the planning process. For example, if we're planning to teach a concept, we'll need to gather positive and negative exam­ ples to illustrate it. If we're teaching a skill, such as solving math word problems in­ volving addition, we'll need to find or construct a number of these problems so students can practice on them. If we're teaching integrated bodies of knowledge with interconnected ideas, we need to organize them in a way that is meaningful to stu­ dents. We'll return to this idea in Chapters 7 through 11, when we discuss different teaching strategies. Teaching Context Another powerful factor influencing planning is the context in which teaching and learning occur. Teaching context includes state and district guidelines, school policy, and leadership. For instance, McCutcheon (1982) described two school districts in Virginia; both had adopted the same basic text, but the first encouraged teachers to adapt freely, and the second required teachers to cover all the content in the book before turning to supplementary materials. Teacher autonomy and initiative had different meanings in the two districts. The school principal also affects the planning process. In her study of elementary teachers' planning, McCutcheon (1982) found that even though all the principals she studied required written plans, their definition of plans varied greatly in detail, format, and length of time. Some inspected plans every week, others monthly, and still others at random intervals. ncom/kauchak4e school science [) teach biology lesson. hat arouse stu­ and Kauchak, - because they :n.1993).Ask­ n curiosity and ith. "Consider big as a house. gin with a dis­ me economics the other flat. • out the same I way. Why do ttively involve e playing and . involvement. iries that place For example, ~tive exam­ problems in­ problems so m'ledge with ingful to stu­ russ different teaching and sol policy, and i in Virginia; adapt freely, re turning to mings in the f elementary rincipals she rtail, format, lti\.l others at TEACHER PLANNING: RESEARCH AND REALITY. 81 One principal sent out the following memo: Each teacher is expected to keep daily lesson plans of classroom activities. Good teacher planning is essential for effective teaching. In case of teacher absence, lesson plans are to be available in the top desk drawer for the substitute teacher. This is a must. Detailed Jes­ son plans should be kept a week in advance. Lesson plans should be kept in a looseleaf notebook. These notebooks will be checked from time to time by the principal. (McCutcheon, 1982, p. 263) Clearly, the plans written at this principal's school will be quite different from those in a school where planning is considered to be an individual, professional activity. Standards-Based Education. Planning is also influenced by national, state, and district guidelines where teachers are held accountable for their students' achievement on stan­ dardized tests (Darling-Hammond and Snyder, 1992). When teachers feel pressured to cover certain content and topics because the information will appear on a standardized test, their planning and teaching are affected. Standards-based education, which is the process iffocusing curriculum and instruction on predetermined standards) is presently exerting a powerful influence on teacher planning both through the goals or standards they suggest as well as the tests that follow from them. The following are examples of national stan­ dards for middle school math students created by the National Council of Teachers of Mathematics. Number and Operations Standard for Grades 6-8: Instructional programs from pre­ kindergarten through grade 12 should enable all students to compute fluently and make reasonable estimates. ln grades 6-8 all students should: • Select appropriate methods and tools for computing with fractions and decimals from among mental computation, estimation, calculators or computers, and paper and pencil, depending on the situation, and apply the selected methods; • Develop and analyze algorithms for computing with fractions, decimals, and inte­ gers and develop fluency in their use; • Develop and use strategies to estimate the results of rational-number computations and judge the reasonableness of the results; • Develop, analyze, and explain methods for solving problems involving proportions, such as scaling and finding equivalent ratios. (National Council of Teachers of Mathematics, 2000, p. 214) States also publish standards to guide learning in different content areas: Science: In Science, students in Missouri public schools will acquire a solid foundation which includes knowledge of ... properties and principles offorce and motion." (Missouri Department of Elementary and Secondary Education. 1995) Reading; (Grades 6-8) "Demonstrate inferential comprehension of a variety of printed ma­ terials." Grade 8 benchmark: "Identify relationships, images, patterns or symbols and draw conclusions about their meaning." (Oregon Department of Education, 1996) 82 • CHAPTER 3 www.ablongman.com/kauchak4e Social Studies: (Grade 5) "The student will describe colonial America, with emphasis on ... the principal economic and political connections between the colonies and England." (Virginia Board of Education, 1995) As you can see, these standards are often general and vague. Not until they are translated into specific learning activities or test items do teachers or students have a clear idea of what should be learned or how it will be measured. This is another reason why teacher planning is so important. The standards movement is widespread; virtually all states have specified standards for at least some of the content areas, and students as well as teachers are being held ac­ countable for meeting these standards. usting. As you begin reading this section, you might wonder, "What does testing have to do with teacher planning?" The answer is, a great deal. A powerful way that states and districts attempt to influence what is taught is through the tests they give. One elemen­ tary teacher, reassigned to a different grade level, found out about her new curriculum in this way: When I came up to fifth grade, I really didn't know everything that would be covered in the fifth grade, so one of the teachers said, "Well, this skill will be on the achievement test, and you'll find this on the achievement test, and you'll find this on the test." And I know to teach my children survival skills that I had to teach those. Let's just face it, that's just the way it is. You know, I tell them, "This may be on the achievement test and this is some­ thing that I really want to stick." (Brown, 1991, pp. 102-103) Tests provide concrete guidelines about what should be taught, and principals and other teachers often pressure teachers to "cover" all of the knowledge and skills that will be tested sometime during the year. As enthusiasm for accountability has increased around the country, all but two states have adopted statewide testing systems (Olson, 1999). It is virtually certain that the cur­ riculum in your school will be influenced by a standardized test developed or adopted at the state or local level. As a beginning teacher, you need to be aware of the different kinds oftests your students will be required to take. Armed with this information, you can make wise professional planning decisions about what curriculum is best for your students. Outcomes-Based Education. An additional way that states and districts attempt to in­ fluence curriculum is by specifying and testing for specific objectives. Outcomes­ based education (OBE) attempts to describe curriculum in terms if objectives or results. OBE attempts to go beyond the listing of topics to be learned by specifying specific outcomes for a course of study. OBE tries to put teeth in these outcomes by testing whether stu­ dents have attained these goals. Proponents claim that OBE makes sense; if we want students to attain certain knowledge or skills, we should specify exactly what these are, teach them, and test for them (Manno, 1995). Critics contend that many of the most important skills (like crit­ ical thinking or communicating with others) can't be specified in behavioral terms and TEACHER PLANNING: RESEARCH AND REALITY. •~s l 83 ./ trying to do so promotes minimal academic standards and "dumbing down" of the cur­ riculum. As you can imagine, working in an outcomes-based environment will radically affect the way you plan and teach. Materials and Resources Mdards dd~.:- b emen­ culum t L • als and iar will ) states Ie cur­ peed at rkinds I make [5. to in­ lIl1es­ OBE :omes T stu­ ertain for crit­ sand st Materials and other resources also have a major impact on teacher planning. Textbooks are first among them. Beginning teachers depend heavily on text materials to help them decide the topics to be taught, sequencing, depth, and even the test items they give their students (Blumenfeld, Hicks, and Krajcik, 1996). As teachers acquire experience, they become more independent, adding and deleting topics and generally personalizing their curriculum. However, even veterans rely heavily on available materials and often voice frustration when topics covered by district or state objectives do not appear in their text­ books (Clark and Elmore, 1981). While textbooks will strongly influence your planning decisions, you shouldn't de­ pend on them completely. The following are some reasons why. • Needs. The topics presented in textbooks may not be consistent with the spe­ cific needs of your students, school, or district. Following a textbook too closely then fails to meet these needs as effectively as possible. • Scope. To appeal to a wide market, textbook publishers include a huge number of topics, more than you can possibly teach in the time available. So you will need to be selective in the topics you teach. Curriculum experts advise, "Schools [and teachers] should pick out the most important concepts and skills to emphasize so that they can concentrate on the quality of understanding rather than on the quantity of information presented" (Rutherford and Algren, 1990, p. 185). • Quality. Textbooks are sometimes poorly written, lack adequate examples, or even contain errors of fact. One study of history textbooks, for example, found that "Content is thinner and thinner, and what there is, increasingly deformed by identity politics and group pieties" (Sewall, 2000). One analysis of middle school science texts concluded, "It's a credit to science teachers that their stu­ dents are learning anything at all" (Bradley, 1999, p. 5). Similar problems have been found in other areas (Manzo, 2000). Following a textbook too closely can lead to shallow understanding or even faulty ideas that detract from learning. What does this information suggest for you as a teacher? Nowhere in teaching is professionalism more important than in teacher planning. This is particularly true re­ garding textbooks. It's easy to allow textbooks to make professional decisions for you, such as teaching the next chapter because it's there, and this is what many teachers un­ fortunately do. Textbooks can be a valuable resource, and they will certainly influence your deci­ sions. However, don't be afraid to deemphasize, or even eliminate, topics and chapters in the text and include other topics that aren't in it. Curriculum decision making such as this requires professional understanding, effort, and energy. Teachers report that the process of curriculum planning can be one of the most creative and satisfying aspects of teaching (Clandinin and Connelly, 1996). ~----~--~~------------------------ 84 • www.ablongman.com/kauchak4e CHAPTER 3 The availability of other materials also influence planning. If the film had not ex­ isted, for example, Jim Hartley's approach to his lesson comparing Mexican and Span­ ish customs would necessarily have been quite different. Reaching his goal would have been difficult; the goal might even have been revised. In fact, some research indicates that teachers first consider activities when they plan (Clark and Peterson, 1986), and their activities are usually based on available materials. Time Finally, time is an important variable that affects planning (White and Williams, 1996). First, planning can consume a great deal of teacher time--up to 20 hours a week, in some cases (McDaniel-Hine and Willower, 1988)-and beginning teachers, who are learning to survive, usually spend the most time in planning. Time also interacts with other variables; for example, teachers of young children spend much of their planning time gathering and arranging the physical materials that students will use in learning ac­ tivities (Hill, Yinger, and Robbins, 1981). Time also serves as a frame of reference, helping teachers structure their planning. The school year is divided into grading periods, the grading periods into weeks, and courses and units are framed in terms of these time periods. Breaking time down into manageable chunks makes the task of planning manageable. We discuss this process in the next section of the chapter. THE LINEAR RATIONAL MODEL: A SEQUENTIAL PLANNING MODEL Planning has been heavily influenced by Ralph Tyler and his book, Basic Principles oj Curriculum and Instruction, first published in 1949. Tyler described the process of plan­ ning as a logical and sequential process of starting with goals, processing to teacher ac­ tions and learning tasks, and ending with student outcomes. These steps are illustrated in Figure 3.3. Tyler's major contribution to the process of planning was to frame it as a series oflogical actions requiring thought and reflection. In this section of the chapter we will use this logical, sequential framework to con­ sider a comprehensive model of planning that takes us from long term planning, en­ compassing months and even an entire school year, to specific lesson plans for a particular day. This process begins with goals. Goals ~ Teacher Actions + Student Outcomes U!i Milt .. r~ ~.~ The Linear-Rational Model of Planning TEACHER PLANNING: RESEARCH AND REALITY. II ex­ 85 Goals: A Beginning Point for Teacher Planning Goals provide a useful starting point in the planning process; they identify what we hope to accomplish in our classrooms in broad, general terms. Some examples of goals that teachers use to guide their instructional planning include: 996). ~in 10 are , with DD.ing Ig .lC­ mng. '- and a into ~ID a- .lC­ IDted IldSa I con­ en­ ~ ticular • Third-grade students should understand plants and how they contribute to our lives. • Second-grade students will know their math facts. • Students should develop an appreciation for the rights of others. • Seventh-grade health should develop in students an understanding of their bodies and how they work. • Students will understand how to read critically and analytically. Though different in their focus, each goal gives us a sense of direction for our instruc­ tion. In the next section we discuss different kinds of goals, and the implications the dif­ ferences have for teaching. Kinds of Goals: The Three Domains Three physical education teachers were comparing their goals for a unit on exercise. Carol commented, "I'm trying to develop muscle tone, strength, and flexibility so that no matter how they use their bodies in other activities, they'll have a good foundation." "I'm inter­ ested in that, too," added Sharon, a second-year teacher, "but I'm more concerned that they know about the different kinds of exercise. They need to know the difference be­ tween aerobic and anaerobic exercise and how each affects their bodies." "Both of those are important," Tanya acknowledged, "but I'm concerned about what happens after they leave school. We've got too many couch potatoes out there already. I'm trying to get them turned on to exercise for the rest of their lives." Which of these goals is most important? What kinds oflearning should schools focus on? How will your particular class contribute to the overall growth of your students? Questions like these are not easy to answer. Part of the reason for this difficulty is that schools attempt to accomplish a broad spectrum ofgoals, and individual teachers must se­ lect from this broad array in selecting goals for their classrooms and their students. Two conceptual tools help teachers think about their goals during the planning process. The first divides goals into areas or domains-cognitive, affective, and psy­ chomotor-that correspond to the kinds of learning that are intended. Each of the physical education teachers had one of these domains in mind when she talked about her goals for the exercise unit. Within each domain, goals can be classified further into levels that correspond to the specific kinds of performance outcome common to differ­ ent areas oflearning in the schools today. Let's look at these domains and levels. The Cognitive Domain. The cognitive domain deals with the acquisition of knowledge and skills. Sharon's unit focused on the cognitive domain because it targeted students' knowledge about different kinds of exercise. Presently, other cognitive skills, such as study strategies, problem solving, and higher-order and critical thinking, are receiving increased attention because of their importance in a technological society. One way to 86 • www.ablongman.com/kauchak4e CHAPTER 3 ~.:5.f THE COGNITIVE TAXONOMY Level Description Knowledge At the knowledge level, the student can recognize, define, or recall specific information. This might include remembering important names, dates, capitals, or even the equation for a formula. Comprehension This level targets whether students understand content. Ways of demonstrating comprehension include summarizing, translating, or providing examples of a concept. Application The application level focuses on whether students can use information to solve problems. Examples of application-level goals include having students solve math word problems and using punctuation properly in written communication. Analysis This level involves asking students to break something down to reveal its organization and structure. Students perform analysis when they discuss why a short story "works" or when they identify the component parts of a science experiment. Synthesis Students employ synthesis when they create a unique (for them) product. This might include writing a poem, painting a picture, or creating a computer program. Evaluation In the highest level of the taxonomy, students judge the value or worth of something by comparing it to predetermined criteria. We ask students to evaluate when they critique a plan to solve a pollution problem or when we ask students to assess a writing sample. differentiate these cognitive goals is to use a classification system, called the cognitive tax­ onomy (Bloom et al., 1956), which divides goals into six levels. These levels are outlined in Table 3.1. The cognitive taxonomy reminds teachers that knowledge is only one of several important goals, it supplies them with alternate goals, and it provides them with a tool to analyze the plans they make. We'll discuss the cognitive taxonomy again when we discuss questioning strategies in Chapter 5. The Affective Domain. As Tanya suggested, sch ools exist for more than just making stu­ dents smarter. We also want them to develop into happy individuals with healthy views about themselves and others (Nucci, 1989). The affective domain (Krathwohl, Bloom, and Masia, 1964) focuses on the development of attitude and values and divides this process into five levels that correspond to the degree to which attitudes and values are internalized by the individual. A taxonomy for affective goals it outlined in Table 3.2. As with the cognitive taxonomy, the affective taxonomy provides teachers with a conceptual tool to analyze their planning. Ifrespect for the rights of others is one of our goals, do we just want students to nod when we talk about the importance of respect, or do we want students to respect each other, helping to create a classroom where wchak4e TEACHER PLANNING: RESEARCH AND REALITY. 87 ~ ~.Z THE AFFECTIVE TAXONOMY ill t Level Description Receiving At this level, the student is willing to listen passively to or attend to some message. Students who listen to a speaker talking about drugs without tuning him out are acting at this level. Responding Beyond just receiving a message, students must also react to it. Students react by obeying, discussing, or responding to the attitude or value. Valuing When students respond at this level, they show their preference for an idea by voluntarily displaying it. For example, a health class has been talking about nutrition. A student turns to his friend in the cafeteria and says, "Those french fries aren't good tor you. They've got too much fat." Organization Organization occurs when students take an attitude or value and incorporate it into a larger value system. In the health example, this would occur when the student looks at his own diet and examines implications for himself Characterization At the highest level of the affective domain, students not only reorganize their own thinking but also act consistently with their beliefs. A student who actually changes the way he or she eats over a long period of time would be operating at this level. names, or iation nng dy in eveal ey rponent product. tga worth students nor everyone feels secure in responding, knowing they won't be interrupted or laughed at? In a larger sense, the affective taxonomy provides some interesting answers to the ques­ tion, "What are schools for?" wile tax­ outlined f several ill a tool men we ring stu­ l\'news ahwohl, ides this alues are ,Ie 3.2. s with a e of our respect, 1 where The Psychomotor Domain. A third area that serves as a source of goals for our teach­ ing is the psychomotor domain, which involves the development of coordination and phys­ ical skills. Carol's goal to develop her students' muscle tone, strength, and flexibility would fall into this domain. Though we typically associate the psychomotor domain with physical education, other areas like typing, music, art, and home economics are also involved. In addition, preschool, kindergarten, and the lower elementary grades focus on psychomotor goals through activities like cutting and pasting, coloring, print­ ing, and writing. Like the other areas, the psychomotor taxonomy (Harrow, 1972) shown in Table 3.3 proceeds from simple to complex and from externally to internally controlled. In the linear rational model goals in the three domains form a logical starting point for the planning process. We discuss this sequential process in the next section. Long-Term Planning In previous sections, we discussed the nature ofplanning, the functions it serves, and how goals in different domains influence instruction. We now want to extend this informa­ tion to describe a comprehensive model of planning that is practical and complete. This 88 • www.ablongman.com/kauchak4e CHAPTER 3 ~~.~ THE PSYCHOMOTOR TAXONOMY Level Description Reflex movements Behaviors outside the conscious control of the learner Basic fundamental movements Behaviors learned at an early age (e.g., grasping, walking) that form the foundation for later growth Perceptual abilities Coordination of muscular movements with the outside world through feedback with the sense organs Physical abilities The development of strength, endurance, flexibility, and agility Skilled movements Complex physical skills (e.g., skipping rope, shooting a basket) that utilize the first four levels N ondiscursive communication The use of our bodies to express feelings or ideas planning model occurs in three stages-long term, unit, and lesson planning. When doing long-term planning, teachers survey available resources, including texts and state and district curriculum guides, and outline a year's or semester's instruction. During unitplan­ ning, teachers translate these broad outlines into interrelated lessons focused on a central topic or a theme. Finally, during lesson planning, specific activities for a given day are con­ sidered. Let's see how this works. These different time frames are illustrated in Figure 3.4. Long-term planning involves preparingfor a year orsemester and serves primarily as a framework for later planning grorts. Long-term planning serves the following purposes: • It adapts the curriculum to fit the teacher's knowledge and priorities. • It helps the teacher focus on the structure and content of the new curriculum. • It develops a practical schedule for instruction. (Clark and Elmore, 1981) Note how these functions are similar to the general functions ofplanning discussed earlier. In addition to framing content issues, long-term planning also serves to establish routines for how the school year will run. The structure provided by routines plays Long Term Planning (year-long or spanning a semester or term) --------------------------------------------+ Unit Planning (can span 2 weeks to several months) --------------------------~ Lesson Planning (addresses daily planning needs) xxxxxxxxxx --------------+ September g December March June wr r~~.~ Time Frames in Instructional Planning TEACHER PLANNING: RESEARCH AND REALITY. - 89 "such a major role in the teacher's planning behavior that planning could be character­ ized as decision making about the selection, organization, and sequencing of routines" (Yinger, 1977, p. 165). One elementary classroom routine that was effective in produc­ ing high math achievement looked like this: Monday starts with a longer than usual review to compensate for the long weekend. Each subsequent day begins with homework checking and then proceeds to presentation of new material, and then group and individual practice. Friday's session wraps up the week with further review and a quiz. Students know what to expect each day as math begins, and there is a natural rhythm to the tempo of the classroom during the week. (Good, Grouws, and Ebmeier, 1983, p. 44) ~en ~.md itpLv,­ :rnrral e con­ re 3.4. ly as a es: lurn. arlier, ablish plays Establishing routines during long-term planning provides a superstructure that helps guide both teacher and student actions for the entire school year. Much of the initial effort during long-term planning involves covert mental activ­ ity, which is often continual, occurring at strange times and places, such as late evening or while driving to school or watching a football game on television (McCutcheon, 1982). As one teacher described it, "The subconscious does a lot ofsorting for you. You can think of many things simultaneously. The sorting is rapid, not logical or sequenced, and is different for different reasons" (McCutcheon, 1982, p. 265). A major focus during long-term planning is selection of content. To aid this process, teachers turn to a number of sources, including curriculum guides, textbooks, teachers' guides, notes from college courses, and other teachers' experiences. They often do a lot of scribbling, sketching, and note taking, making lists of topics, sequenc­ ing them, and then adjusting the sequence. Secondary teachers focus primarily on content when they plan, and content decisions are typically the ones made first (Peter­ son et aI., 1978; Sardo, 1982). Elementary teachers are more likely to rely upon state or district guidelines and think in terms of student activities. Let's see how all this might work. Janine Henderson, a third-grade teacher, starts her beginning-of-the-year planning for sci­ ence by browsing through materials. She notes that the state curriculum guide has identi­ fied plants as one of the topics to be covered during the school year. More specifically, the guide outlines the following goals as desirable learning outcomes: PLANTS 57. Identify the parts of a plant: root, stem, and leaf. 58. Identify environmental conditions necessary for plant growth. 59. Identify the stages of growth of a plant as seed, seedling, and mature plant. GRADE 3 3 3 With these goals as a guide, Janine then turns to her third-grade science text and finds that "Seeds and Plants" comprise two chapters in the text. (This is more than coincidence; state curriculum writers relate their goals and objectives to content covered in state­ adopted texts, and text writers are sensitive to the kinds of content in state curriculum guides.) 90 • www.ablongman.com/kauchak4e CHAPTER 3 A quick check of the contents of these chapters reveals the following topics: seeds embryo germination seedlings seed plants roots stems leaves flowers plant life cycle (adapted from Sund, Adams, Hackett, and Moyer, 1985) The text appears to be a definite resource. Janine then turns to the teacher's edition. Here she finds a number of aids, including: I. Classroom activities, such as drawing plants at different stages of development 2. Lab activities (e.g.. planting seeds, measuring plant growth), including materials needed 3. Duplication masters for worksheets 4. Enrichment activities, including out-of-class projects 5. lest items 6. Additional books to read (for both the teacher and students) Satisfied with the topic, the direction she is headed, and the availability of resources, Ja' nine jots down, "Plants and Seeds, April and half of May," and moves on to the next gen­ era! topic. As we can see from this example, long-term planning is only concrete enough to provide a framework for more specific unit planning. Day-to-day learning activities usually are not considered at this point, nor is extensive study to refresh content back­ ground. Too much specificity can be counterproductive, as two teachers observed: If I plan too far ahead, [the curriculum is] not flexible enough to incorporate children's in' terests and the needs I see while teaching. I have to do so much reteaching because kids are absent or gone for band or some, thing that [too much specificity] gets in the way of long-range planning. It interrupts the flow. (McCutcheon, 1982, p. 267) Products of Long-'Term Planning. As teachers proceed with long-term planning, they produce lists in different content areas that arc framed in terms of time. These lists are refinements of the scribblings and random thoughts that occur in the beginning of the long-term planning process. For example, the products of a seventh-grade geography teacher's long-term planning might appear as follows: WORLD GEOGRAPHY (FIRST SEMESTER) 1. Basic concepts (September/October) Maps, landforms, water and waterways, elements of climate, population patterns 2. Cultural change and development (November 1-15) 3. Anglo-America (Canada and United States) (November 15-December 15) 4. Latin America (Mexico, Central America, South America) (December 15­ January 15) While brief, the outline simplifies later planning efforts by reducing the number of decisions that must be made. At this point, the teacher thinks of general content, possi­ TEACHER PLANNING: RESEARCH AND REALITY. 91 ble goals, and resources, such as ordering films or videos that require advance schedul­ ing. Otherwise, teachers typically wait until the topic approaches before unit planning. Later, the teacher merely refers to these sketchy plans and notes, for example, "Ah, yes. I'll be starting Anglo-America next week, so I need to get ready." The specifics are a function of unit planning. 185) Unit Planning Once a general framework is established in long-term planning, teachers find it useful to convert this framework into specific units. A unit is a series <1 interconnected lessons fo­ cusing on ageneral topic. It can last anywhere from a week or two to a month or more de­ pending on the topic itself and the age level of the students. Some examples of unit topics in different content areas are shown in Table 3.4. Unit plans bridge the gap between long-term and day-to-day lesson planning. They help teachers convert broad general topics into specific plans of action. Units are also functional for students because the components-including goals or objectives, content, and activities-are tied together in a logical, coherent manner, providing struc­ ture for the new material to be learned. Unit planning, like all aspects of planning, is a personal process, and no two teach­ ers construct units that are exactly alike. The system shown in Table 3.5 can be used as a starting point for this process. You should experiment, and as you gain experience, adapt and develop a process that works most effectively for you. Jito OOe5 iKk- PET ~~. Lf UNIT TOPICS IN DIFFERENT CONTENT AREAS Art Horne Economics Physical Education Music Watercolors Nutrition Aerobic exercise Rhythm Perspective Fabrics Tennis Jazz Pottery Money management Body conditioning Wind instruments Prin tmaking Baking Swimming Classical era they ts are tthe :3phy rns >er of )05S1­ ~~.5 UNIT COMPONENTS Components Function Overview/ general goal Summarizes the general purpose of the unit Rationale Answers the question, "Why is this topic important?" Objectives Describes the specific outcomes expected from the unit Content Identifies and organizes the topics that are included in the unit Learning activities Describes the experiences that will be used to help learners reach the unit objectives Evaluation Identifies ways that learning will be assessed 92 • CHAPTER 3 www.ablongman.com/kauchak4e Although these components are listed sequentially, the process is not necessarily lin­ ear or sequential. Teachers sometimes start with goals, at other times with content or learning activities. The components continually interact in the planning process. Let's look at a sample elementary language arts unit on library skills. Overview/ Goal This unit is intended to develop fourth graders' ability to use references files, both in paper form and on computer. This unit will focus on titles, authors, and subjects files. The overview or goal describes the general purpose of the unit and serves as a starting pointfor the unit planningprocess. If the teacher's ideas about the unit are clear, it can serve as a conceptual organizer for the rest of the process. If the teacher is somewhat unclear, it can serve as a reference point to be returned to later. It can also help communicate in­ structional intents to students, other teachers, and instructional leaders. Rationale. The rationale in a unit explains why the unit is important and how it will bene­ fit students. For example, Understanding reference systems and how they're organized is necessary for students to use library resources efficiently. The content of this unit will enable them to independently locate desired materials to use in research projects. Since most libraries have both physical and computerized cataloging systems, students should understand how to function in both. The rationale is important for several reasons. First, simply asking "Why am I teaching this unit?" encourages the teacher to be thoughtful and reflective during the planning process. The rationale can also help connect the new content to other topics in the curriculum. Sharing the rationale with students helps them understand why the topic is important and can help increase motivation to learn. Objectives. Sooner or later in the planning process teachers need to grapple with the question, "Specifically, what do I want my students to learn?" This involves translating general goals into more specific objectives. Objectives are desired educational outcomes stated in specific terms. Objectives typically have two elements: (1) description of a con­ tent area or skill, and (2) a statement ofwhat students will be able to do when they reach the objectives. When objectives first came into widespread use in education, they were enor­ mously controversial. Proponents suggested that because they translated sometimes vague learning activities into specifically defined learning outcomes, they would be­ come an educational panacea for a host of educational problems. Advocates' zeal further fueled the controversy. Opponents were equally adamant; their complaints centered on the argument that truly meaningful education could not be broken down into a num­ ber of specific objectives. For example, how could you put into concrete terms goals like aesthetic appreciation of art or growth in self-concept or self-regulation? While some debate continues today, the issue is insignificant compared to the past, and the use of objectives is widespread in materials such as district curriculum guides and state-level curriculum framework. TEACHER PLANNING linor It l:ID­ bene- RESEARCH AND REALITY. 93 Objectives serve a number of important functions: • They provide focus for instruction. • They are helpful in communicating our goals to students, parents, and other classroom teachers. • They provide a first step in thinking about assessing student learning. In addition, wrestling with objectives often helps teachers clarity their own thinking about what they are trying to accomplish in their classrooms. The use of objectives in planning was first popularized by Ralph Tyler (1949), who suggested that objectives be expressed in terms that identity both the kind of behavior to be developed in the student and the content or area oflife in which this behavior is to operate. Later Robert Mager (1962) published Preparing Instructional Objectives, a highly readable book, which suggested that an objective ought to have three parts: (1) an observable behavior, (2) the conditions under which the behavior will occur, and (3) criteria for acceptable performance. The following are examples of objectives writ­ ten according to Mager's format: 1. Given a ruler and compass, geometry students wiJl construct the bisector of an angle within one degree of error. 2. From a list of sentences, language arts students will identity 90 percent of the prepositional phrases in the sentences. 3. Based on a written argument, the advanced composition student will outline the logic of the presentation, identifying all assumptions and conclusions. am I the topics l'! the Ig ih the olaring zcomes I con­ reach enor­ -rimcs d be­ irther 00 on In the examples, the conditions respectively are: (1) "Given a rule and compass"; (2) "from a list of sentences"; and (3) "based on a written argument." The observable performances are: (1) "will construct," (2) "will identity," and (3) "will outline"; the re­ spective criteria are (1) "within one degree of error," (2) "90 percent," and (3) "all as­ sumptions and conclusions." An alternate and increasingly popular approach to stating objectives was suggested by Norman Gronlund (1995). He believes objectives should first be framed in terms of general goals such as "understand," "appreciate," "know," "evaluate," or "apply," which are then followed by observable behaviors specifying evidence that the learner has met the objective. Using the same content as illustrated in the Mager examples, Gronlund's objectives would appear as follows: General Objective: Specific Behavior: General Objective: Specific Behavior: num­ goals While re use '-level General Objective: Specific Behavior: Applies rules of geometric constructions 1. Constructs bisectors 2. Constructs prescribed shapes Understands prepositional phrases 1. Provides examples of prepositions 2. Identifies prepositional phrases in sentences 3. Writes sentences, including prepositional phrases Assesses persuasive communications 1. Outlines logic 2. Identifies assumptions 3. Identifies conclusions 94 • www.ablongman.com/kauchak4e CHAPTER 3 In comparing the two approaches we see that in addition to including a general goal, Gronlund's objectives do not include conditions and criteria. He asserts that con­ ditions and criteria are useful for programmed instruction and mastery testing in simple training programs. Used for regular classroom instruction, however, they result in long cumbersome lists that restrict the freedom of the teacher. Most teachers agree. Mager's work is significant because of its historical impact, but most of the written curriculum guides you will encounter use Gronlund's approach or a modification of it. Some examples of objectives for the unit on library skills written according to Gronlund's format are: General Objective: Spedjic Behavior: General Objective: Specific Behavior: General Objective: Specific Behavior: Knows differences between title, author, and subject indexes 1. Explains the purpose of each in their own words 2. Identifies which would be most appropriate with a given goal and amount of information provided Understands different indexing systems 1. Locates books using the three different indexing systems 2. Produces a list of references when provided with either a topic, title, or author's name Understands the Dewey Decimal System Locates a book using the Dewey Decimal System Content. The content of the unit describes what students will actually be studying, the information students will know or understand, or the skills they will develop. The way the information is organized is also included in the content section of the unit. Schematic diagrams, hierarchies, and outlines are all effective ways of organizing and communicating the content organization. The exact type of organizational scheme will depend on the type of content being taught. Outlines are useful in teaching large bodies of interrelated knowledge. Like hierarchies, they help communicate the major ideas of a lesson as well as the relationships among the ideas. For example, an outline for a high school social studies unit covering the causes of the Civil War might appear as follows: CIVIL WAR 1. Causes of the Civil War A. Historical antecedents 1. Westward expansion 2. Missouri compromise 3. Dred Scott decision 4. John Brown's raid on Harper's Ferry B. Conflicting philosophies 1. Industrial versus agrarian 2. State's rights versus federal rights 3. Slavery C. Election of 1860 D. Fort Sumter The outline helps the teacher clarify his or her own thinking, and it communicates to students the relationship of ideas to be dealt with in the unit. uchak4e general at consimple in long Mager's iculum iing to exes ven TIlS er a ng, the he way ing and ne will bodies eas of a a high lows: TEACHER PLANNING: RESEARCH AND REALITY. 95 An outline for the unit on index systems might look like this: INDEX SYSTEMS 1. Purposes A. To find a specific book B. To locate books by an author C. To find out about a topic II. Types A. Title B. Author C. Subject III. Using the index, etc. A second way of organizing the content of a unit is through conceptual hierarchies. In organizing a content area hierarchically, the teacher is attempting to communicate the relationship between major concepts or ideas. For example, consider the hierarchy in Figure 3.5. Organizing content in this way raises useful questions for instruction. For example: Should I deal with index systems and the Dewey Decimal System separately, or does it make more sense to integrate them? Or will integrating them overwhelm and confuse the students? What about the alphabetical organization of index systems? Students know how to use a dictionary; should I review that skill before plunging into the alphabetical organization of the index systems? A third way to organize content is through task analysis. Let's look at this process. Task Analysis: A Planning Tool to Organize Activities. Through task analysis, the teacher examines content and tries to determine which content or skills are prerequisite to other ideas. It helps answer questions, such as, "How should learning activities be se­ quenced?" "Which activities come before others?" and "What will students need to know to participate successfully in a lesson?" Library Skills Organization of Library I I Dewey Decimal System I I Author Title Components Subject r~ 3.5 Conceptual Hierarchy for Library Skills I How to Use 96 • CHAPTER J www.ablongman.com/kauchak4e Task analysis is the process ofbreaking down a topic or skill into its prerequisite skills or parts. For example, a task analysis for the skill of changing a tire could be broken down into subskills ofjacking up the car, loosening the wheel nuts, taking off the flat, replac­ ing it with the spare, replacing the wheel nuts, and lowering the car. Breaking a com­ plex skill into simpler subskills helps teachers plan for instruction. Task analysis involves the following four steps: • • • • Specify terminal behavior. Identify prerequisite skills. Sequence subskills. Diagnose students. Task analysis begins by specifying the terminal behavior or objective that we want students to reach. Objectives stated in behavioral terms are especially valuable here. In identifying prerequisite skills, the teacher is attempting to specify the subskills that lead to the terminal behavior. Sequencing helps the teacher by providing an order for teach­ ing and provides learners with a structure for learning. In the final phase of task analy­ sis, diagnosis, the teacher attempts to find out which of these subskills are already mastered by students. Let's see how these steps help a teacher in the planning process. Jerilyn Mcintire stared at the stack of writing assignments on her desk and didn't know where to begin. Her seventh-grade English students weren't afraid to write, but it seemed like half of them had never heard of punctuation. There were sentence fragments, run-on sentences, sentences without periods, and commas and semicolons were virtually nonexis­ tent. Where should she start? In considering the problem, Jerilyn came up with one specific starting point­ punctuating simple sentences. As she thought about this, she identified the following ter­ minal behavior: Students will be able to write a simple sentence with correct end-of-sentence punctuation. Using her terminal goal as a guide, Jerilyn wrote down the skills she felt were prereq­ uisite to the terminal behavior: • Being able to differentiate between complete sentences and sentence fragments • Knowing the difference between declarative, interrogatory, and imperative sentences • Knowing whether periods, question marks, or exclamation marks go with each type of sentence • Correctly using these marks to punctuate different kinds of sentences As she wrestled with the problem of ordering these prerequisites, Jerilyn decided that the sequence of subskills as written made sense. First, students had to understand what sen­ tences were. Then she could work on helping them understand the different kinds of sen­ tences and how they were punctuated. Finally, she wanted them to write and punctuate their own sentences. Jerilyn faced a final problem: How many (and which) students had already mastered the prerequisites? In attempting to diagnose her students, Jerilyn designed a simple quiz .uchak4e ~ skills or down , replac­ ;a com- 21 want here. In hat lead r teach­ [ analy­ already Ire recess. pe d TEACHER PLANNING: RESEARCH AND REALITY. 97 that she would administer the next day. ln the first part, students would have to differenti­ ate between sentences and sentence fragments. In the second, they'd have to punctuate different kinds of sentences, and in the third, they'd have to write their own sentences and punctuate them. Task analysis works for several reasons. First, it encourages us to examine our goals and state them in specific terms. Like the process of writing objectives in general, this helps clarify our thinking. Task analysis also encourages us to break complex skills into smaller, more teachable subskills. Finally, task analysis shifts our attention from abstract concepts and skills to our students and encourages us to ask, "What do they already know and where should I begin teaching them?" Each of these steps is helpful in preparing and organizing learning activities. Learning Activities. This component may be the most important part of the whole unit, because it brings students into contact with the important ideas and skills con­ tained in the unit. The connection between content and activities is so crucial that Chapters 7, 8, 9, 10, and 11 of this book are devoted to the topic. In those chapters, we will develop the idea that what you are trying to teach (your objectives) should in­ fluence how you teach it and how students should learn it. For example, contrast ob­ jectives 1 and 3 for the unit on library skills. Objective 1 requires students to know something-the three different ways a book can be indexed in a reference system, whereas Objective 3 asks students to be able to do something (locate a book using the Dewey Decimal System). Locating a book is a skill and requires modeling by the teacher and practice by students. The first objective, in contrast, requires understand­ ing and retention. We discuss these important differences and the implications for in­ struction in Chapters 7 through 11. Evaluation. The final phase of constructing a unit involves evaluating student learning. Evaluation is essential for at least two reasons. First, it provides students with feedback about their learning progress, and feedback facilitates learning (Eggen and Kauchak, 2001). Second, it provides teachers with information about students' learning progress, which allows them to make decisions about what to do next. This might include reteaching, teaching in a different way, or moving on to the next topic. Although it ap­ pears at the end of our list of unit components, evaluation is integrally connected to other parts. How you will assess student learning depends on what you want students to learn (your objectives) and the learning activities you involved them in. For example, contrast the following measurement items: A. What are the three different kinds of reference systems? 98 • www.ablongman.com/kauchak4e CHAPTER 3 B. Go to the card catalog and locate the author's name and call number for each title here. TITLE AUTHOR CALL NUMBER Ramona the Pest Where the Red Fern Grows The Little House on the Prairie The first type measures knowledge, while the second requires students to apply infor­ mation. Each evaluation procedure corresponds to a different objective. In the evalua­ tion component of a unit, teachers should test what they have planned for and taught. We will return to this important idea in Chapter 12, when we return to the topic of assessment. Lesson Planning Long-term planning helps organize the school year into manageable chunks. Unit planning is a vehicle through which sometimes vague and unconnected ideas are trans­ lated into concrete and interconnected learning experiences. Lesson planningfocuses teachers' planning rfforts on a specific day and class. At the middle and high school levels, a lesson plan corresponds to a given period; at the elementary levels, lesson length in self-contained classrooms may vary from 15 minutes to an hour or more, depending on the topic, activities, and maturity of students. As with other dimensions of planning, each teacher approaches lesson planning in unique, personal ways. In addition, the process varies with the topic; if you are familiar with and confident about a subject, you will plan differently than if you are hesitant about it. Experience, too, makes a difference, not only in general terms (i.e., experi­ enced teachers plan differently than beginning teachers) but also in terms of whether you have taught the specific topic before. We saw this in the beginning of the chapter in the different ways that Peggy Stone and Jim Hartley planned for their teaching. With these ideas in mind, we examine two different models of lesson planning. As you think about them, we encourage you to adapt selectively from them to fit your in­ dividual needs. A Basic Lesson Plan Model. A lesson plan needs to be specific enough to provide struc­ ture for the lesson but general enough to provide flexibility when the situation warrants. Few lessons proceed exactly as planned. This fact makes teaching both challenging and potentially bewildering at times. Writers in this area (jacobson et al., 2002; Orlich et al., 2001) suggest the lesson plan outlined in Table 3.6 as an optimal blend of structure and flexibility. As we can see, this lesson plan begins by linking the individual lesson to the unit in which it is embedded. Goals and objectives are then stated, and a rationale is considered. This rationale is more specific than the unit rationale and can be used to introduce the lesson to students (e.g., "This lesson on punctuation will help us write sentences that are clear and understandable"). This is followed by the content, instructional procedures, and assessment procedures for the lesson. Finally, materials and aids are noted to serve as d1ak4e TEACHER PLANNING II ritle RESEARCH AND REALITY. 99 ~rrrwrwrzettrtf'tM'¥"f&(fW~ ~ ~.6 ELEMENTS OF A BASIC LESSON PLAN mtor­ ruua­ mght. pic of Component Function Unit title Helps identify the relationship between this lesson and others in the unit. Instructional goal Identifies the broad goal for the lesson. Objective(s) Identifies specifically what the students should learn. Rationale Explains why the lesson is important. Content Identifies and organizes the major ideas/skills in the lesson. Learning activities Describes the learning experiences that will be used to help the students reach the objective(s). Assessment procedures Specifies how student learning will be assessed. Materials and aids Identifies the equipment and supplies that will be needed. Cnit trans­ ~:lIies rels, a p. in ogon ogill IIliliar sirant last-minute logistical reminders tor the teacher. We saw an example of this model at the beginning of this chapter with Peggy Stone and her math lesson. A shorter variation of the basic lesson plan model is outlined in Table 3.7. This model eliminates the unit component, the goal statement, and the rationale, on the as­ sumption that a teacher keeps these in mind during the planning process. ;pen­ mer gpter Lesson Plan Reality. This chapter's title promised research and reality. With respect to reality, our discussion of lesson planning would be incomplete without considering the ~As II" ill­ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _' t t e _ if .litJi.WW mIC­ rants. ~.md esson Dr ~~. 7 AN ABBREVIATED LESSON PLAN MODEL Component Function Objective(s) Identifies specifically what students should learn. Content Identifies and organizes the major ideas/skills in the lesson. Learning activities Describes the learning experiences that will be used to help students reach the objective(s). Assessment procedures Specifies how student learning will be measured. Materials and aids Identifies the equipment and supplies that will be needed. ill ered. ~ the It are ores, Source: Kim and Kellough, 1983. 100 • www.ablongman.com/kauchak4e CHAPTER 3 teacher plan book, a mainstay of classrooms throughout the country. In its basic form, these commercially prepared guides typically appear as follows: Date Period 1 Period 2 Period 3 Monday September 24 Tuesday September 2S I Wednesday September 26 Thursday September 27 I Friday September 28 The date on the left identifies the day; the numbers at the top correspond to lessons or periods, depending on whether the form is being used in elementary or secondary classrooms. The boxes are small; typically, they average 1 x 2 inches. There is room only for brief comments, such as: Homework Review place value (Text, pp. 217-222) Do problems 9-14 on board (p. 228) Fri. quiz, Chpt. 9 Homework, p. 228, nos. 15-30 Seeing this format raises two questions: (1) Why is this planning form so popular, and (2) how does it relate to the other formats we have discussed? The answer to the first question is simple; the format takes little time and effort, and it's functional. Teachers' days (and nights) are packed with things to do. When they are not actually teaching, teachers plan, grade papers, and do a myriad of other professionally related things. A plan book provides them with a quick and efficient way of recording and keeping track of their planning thoughts. A teacher can plan on Friday, go home and enjoy the week­ end, and return on Monday secure in the knowledge that the week is under control. The answer to the second question isn't quite as straightforward. The brief notes that we see in planning books such as this belie the complexity of teachers' thinking when they plan. We see that this plan is similar to Jim Hartley's at the beginning of the chapter. Because ofJim's 10 years of experience, many of the components of the more detailed lesson plans were implicit and unstated. For example, he-and all effective teachers-could quickly tell what his specific objectives for the lesson were, why they were important, and how he planned to help his students reach them. Because these components were unstated doesn't means that they didn't exist. However, not all veteran teachers are effective. Would more detailed planning with more specific written information help? This is a question that remains unanswered. TEACHER PLANNING: RESEARCH AND REALITY. IDL ] Jns ;rry nly ar, rst rs' 19, A ck k­ :es Ilg b.e ey se th 101 Instructional Alignment: A Key to Learning Regardless of whether or not teachers' plans are detailed or brief, it is critical for in­ struction to be aligned. Instructional alignment ensures a match between goals, learning activities, and assessment. Instructional alignment is a simple enough and intuitively sensi­ ble idea-it makes sense, for example, to design learning activities that are consistent with goals. As with many other ideas in learning and teaching, however, the idea isn't as simple as it appears on the surface. For example, many teachers say they encourage higher-order and critical thinking in their students, but their primary way of teaching is to lecture. As another example, suppose a teacher wants students to be able to write ef­ fectively, but learning activities focus only on punctuation and grammar rules, with no opportunities for students to write and receive feedback. In these cases, the instruction is out of alignment. Alignment is critical if learning is to be maximized, and teachers should guard against the possibility that their learning activities and goals may be inconsistent. If they are, some adjustment in their planning needs to be made. INTEGRATING THE CURRICULUM: INTERDISCIPLINARY AND THEMATIC UNITS Earlier in the chapter we saw how Janine Henderson, a third-grade teacher, did her long-range planning. Let's return now to her work as she moves along in the planning process. During a weekend Janine was planning for the remainder of the school year. Looking at her long-range plan, she saw that her unit on plants was coming up. The timing was right, spring was on the horizon, and her students often brought her plants and flowers to iden­ tifY and talk about. As she looked at her long-range plans in other areas, she noticed that graphing was an upcoming topic in math. "Hmm." she thought, "1 wonder if! could combine the two and have students graph something on plants?" She recalled some of the experiments she'd done with bean seeds, investigating the effects of different amounts of water, sun, and fer­ tilizer. She jotted down, "Graph plant growth." She also noticed that she had listed "State economy" in social studies. She got out a piece of paper and drew the information shown in Figure 3.6. Much of the school curriculum is divided into separate subject matter areas. At the elementary level, teachers divide the school day into time frames allocated to different areas such as math and reading, and these content divisions are reflected on report cards. At the secondary level, subject matter divisions become even more prominent, with stu­ dents taking different classes from experts in different content areas. This division of the curriculum into discrete content areas has both advantages and disadvantages. Advantages include: • The simplicity of disciplinary boundaries, which makes them understandable and acceptable to parents • Being able to make efficient use of subject matter "experts" 102 • www.ablongman.com/kauchak4e CHAPTER 3 MATH (Graph plant growth) SOCIAL STUDIES (Relate to state and local economies) ART (Sketch plant growth) SCIENCE (Teach experimental method) r~ ~. 6 Planning for Integration of Content Areas • Use of content areas to help students understand how different disciplines are structured in terms of major concepts • Understanding of the processes of inquiry unique to different disciplines Despite these advantages, dividing the curriculum up into discrete and isolated subject matter areas also has disadvantages: • Artificial distinctions between disciplines encourage students to see knowledge as fragmented and disconnected. • Opportunities for inter-disciplinary problem solving are lost. As students study math and science, for example, they often fail to see connections be­ tween the two areas and opportunities to see how one area connects with the other are lost. An Integrated Continuum To address this problem, curriculum designers have identified several options that teach­ ers have in organizing their curriculum. These vary from truly separated discipline­ oriented units on the left to fully integrated ones on the right (jacobs, 1989). These are illustrated in Figure 3.7 and discussed in the following paragraphs. At the far left end of the continuum we have discipline-based organization. Much of the instruction in schools is based on disciplines, or separate subject areas. Ja- Discipline Based Interdisciplinary Integrated r~~. 7 Options for Integrating the Curriculum chak4e TEACHER PLANNING: RESEARCH AND REALITY. 103 nine Henderson's initial planning was discipline based as she thought about her planning in terms of separate content areas. Interdisciplinary planning involves the creation of units in which several subject areas focus their content around a theme. Janine moved to an interdisciplinary approach when she used plants as a focal point and investigated the topic from math, science, and social studies perspectives. Middle school teachers often do this when subject matter teachers maintain their separate disciplines but agree to focus them on a common topic. As we'll see in Chapter 10, this is quite common in project-based instruction and other forms of problem-based learning. In a truly integrated approach, subject matter lines blur and even disappear. Stu­ dents are encouraged to pursue topics holistically, drawing from different subject matter areas when they prove useful. Here, real-life problems or topics that are meaningful and interesting to students become most prominent and disciplines are called upon only as tools to understand or solve the problem. :rre Curriculum integration centers the curriculum on life itself rather than on the fragmented information within the boundaries of subject areas. It is rooted in a view of learning as the continuous integration of new knowledge and experience so as to deepen and broaden our understanding of ourselves and our world. (Beane, 1995, p. 622) bject Designing and Implementing Integrated Units dge rare In designing thematic or integrated units, the teacher's first task is to identify a focal point for student investigations. Themes or topics can serve as starting points for inter­ disciplinary or integrated units. janine Henderson used plants as the theme to structure and organize her planning. Some additional examples of themes include: Inventors and inventions Space exploration Discovery and exploration Seasons ach­ me­ 00. Ja- These broad topics provide a cognitive menu for students, giving them specific options to pursue under the theme's broad umbrella. Problems can also serve as focal points for thematic units. Some examples include: What can we do about pollution? What could be done to increase voter participation and turnout? How could school lunches be made more appealing and nutritious? Where did present day popular music come from? What are its origins? In planning for thematic units, some type of organizing web or network is useful. Teachers typically start in the center, with a topic or problem in the middle, and then branch out from there with additional topics or questions. These topics or questions again provide students with options to pursue in their study. An example of one net­ work can be seen in Figure 3.8. 104 • 'NWW.ablongman.com/kauchak4e CHAPTER 3 LANGUAGE ARTS Biographies: Wright Brothers Amelia Earhart Astronauts ARTS Da Vinci's designs Kite construction Films on flight MATH Angles for landing and takeoff Speed and flight times Fuel capacity and range SCIENCE Aerodynamics Insects and birds that fly Space flight ?~ 3.8 Sample Network for Integration In using interdisciplinary and thematic units, the teacher's role changes dramatically. Instead of being an information provider, the teacher becomes a facilitator, helping stu­ dents investigate topics of interest. Instruction becomes much less teacher centered. Student roles also change. Interdisciplinary and thematic units provide opportuni­ ties to pursue areas of interest in a coherent and integrated way. Instead oflistening, tak­ ing notes, and answering questions, students are actively engaged in researching topics. The products that they produce will appear in various forms, including: • • • • • • • Written research reports Posters Bulletin boards Models Dioramas Videotapes Oral presentations Research on Integrated Planning Integrating the curriculum, while intuitively sensible, is controversial. Proponents make the following arguments: • Integrating curriculum increases the relevance of content by making connec­ tions among ideas explicit (Barab and Landa, 1997; Diem, 1996). • Integrating curriculum improves achievement (Furtado, 1997). Since integrat­ ing curriculum is a common feature of block scheduling, it leads to fewer tran­ sitions, leaving more time available for instruction (Furtado, 1997). • Integrating curriculum promotes collaborative planning, which increases com­ munication among teachers (Haschak, 1992). lak4e TEACHER PLANNING: RESEARCH AND REALITY. 105 Opponents of curriculum integration counter with the following arguments: • Integrating curriculum results in a deemphasis on some important concepts, since teachers don't have a deep understanding of all the content areas that are to be integrated (Carter, 1997; Roth, 1994). • Planning and instruction for integrating curriculum are inordinately time con­ suming (Brophy and Alleman, 1991; Beane, 1997). really. ?; stu­ a. tuni­ , tak­ opics. Integrated curriculum is most popular at the elementary level, where a single teacher can relate several topics, and at the middle school level, where teams of teachers peri­ odically meet to interconnect content areas. It is least common at the high school level, where a disciplinary approach to curriculum is entrenched. National standards driven by subject matter areas, as well as increased emphasis on testing, are likely to encourage this trend at the high school leveL However, one study examining the effects of integrating geometry and art at the high school level found positive results. Teachers integrated these two areas through a unit that culminated in constructing greeting cards that contained elements of both (Schramm, 1997). Comments from students attest to the motivational benefits of inter­ connected topics: "Geometry has become real to me, not just a subject in school," and, "I took geometry but had a hard time understanding. Now I see how the Pythagorean Theorem relates to a three dimensional work of art" (Schramm, 1997, p. 7). An important question is, "Is there comprehensive evidence that integrating cur­ riculum increases learning?" At present, the answer is mixed, with research (Portner, 2000) finding both positive and negative results. For example, one study found that ele­ mentary teachers who integrated reading with science or social studies produced greater reading comprehension in their students (Portner, 2000). Experts explained the results in terms of students being more motivated to read about interesting topics like pirates and motorboats. Other research is mixed, however, finding either no benefits or negative re­ sults (Carter and Mason, 1997; Senftleber and Eggen, 1999). Advocates of curriculum integration counter this negative evidence by arguing that the measures presently avail­ able are inadequate, unable to assess the "subtle and difficult-to-measure improvements in student learning" (Vars, 1996, p. 151). The debate is likely to continue. RESEARCH ON TEACHER PLANNING The great tragedy of science--the betraying of theory by an uglyfact. T. H. Huxley make tee­ grat­ rran­ com- Research on teacher planning highlights an interesting paradox. Time and effort in teacher training programs are spent on processes experienced teachers apparently sel­ dom use. The accumulating evidence suggests that experienced teachers do not prepare written objectives and detailed lesson plans (Morine-Dershimer and Vallance, 1976; Pe­ terson et al., 1978; Zahorik, 1975), and our experience in the schools supports these findings. Further, teachers believe the linear rational model is useful primarily for inex­ perienced teachers, and student teachers use it only when required to do so by their university supervisors (Neale et al., 1983). Other researchers found that only the least experienced teachers planned according to the linear rational model (Sardo, 1982), and 106 • CHAPTER 3 www.ablongman.com/kauchak4e many teachers prepare written plans of any kind only because of administrator demands (McCutcheon, 1982). Finally, researchers found little teacher focus on evaluation dur­ ing the process of instructional planning (Taylor, 1970). The only elements of the linear rational model that tend to appear in the plans of experienced teachers are brief de­ scriptions oflearning activities. Why don't teachers write out objectives when they plan? Elementary teachers in one study cited several reasons (McCutcheon, 1982). First, objectives already exist in most curriculum guides and texts. To write them again would be redundant and a waste of time. Second, objectives for an activity are often embedded in the activity itself. For example, a kindergarten lesson on geometric shapes would have as an implicit goal the children's ability to identify the different shapes. Similarly, the goal for lessons on single­ digit addition could be inferred from the problems used in the activity. Third, objectives are often embedded in criterion-referenced math and reading tests. One teacher com­ mented, "It seems ludicrous to list objectives. They wouldn't be doing the work unless it was aimed at an objective, because the test is all objectives based" (McCutcheon, 1982, p. 263). Other possible reasons that teachers don't write objectives might simply be that it is just too difficult or it requires too much work. Attempting to write an objective at the beginning of the planning process may be an overwhelming task. It requires teachers to wrestle simultaneously with content and assessment. Juggling both of these components while still trying to articulate a goal or specific outcome for an activity may be over­ whelming at this planning juncture. Finally, considering all the demands on their time and energy; writing out objectives might simply be too much work. If teachers wrote specific objectives for each lesson they taught over the course ofa year, the time required could be overwhelming. In this regard, we need to remember that planning is a means to an end, the end being student learn­ ing. If teachers can plan and teach effectively without writing out formal objectives, more time and energy are left for other teaching activities such as interacting with stu­ dents, providing them with feedback, and a myriad of other professional activities. The research literature also suggests that, contrary to the Tyler model, the planning process is not discrete and linear but rather a continual, nested process. It begins some­ time before the school year starts and continues throughout the year. In other words, teachers continually plan, even before the school year starts and at different times dur­ ing the school year. Planning is a cyclical process in which general ideas undergo pro­ gressive elaboration (Yinger, 1977). The germ of an idea for a lesson or unit, encountered in the summer, becomes changed and detailed over time. As the time to teach a particular class grows closer, teachers fill in more and more details, using not only feedback that they have gathered from the present year's students but also informa­ tion from previous years (Kauchak and Peterson, 1987). Finally, planning for instruction is not a standard process that is uniform for all teachers. Instead, it is quite variable and subject to influences from a number of sources; the strongest of these is the teacher's experience (Sardo, 1982). Experienced teachers have last year's curriculum to call on, and the planning process may be more adaptation or modification than construction from the ground up. As one teacher put it, "We go with ideas that worked well in the past. We know what those are like" (Mc­ Cutcheon, 1982, p. 264). When we asked a group of experienced elementary teachers TEACHER PLANNING: RESEARCH AND REALITY. nds hir­ lear de­ , ill [ ill aste For me ~e- ves m­ less on. 115 dIe , to nrs n"­ :D­ es. ]1­ ng It''­ lis. 11"­ l}­ nt, to or Ia­ ill of ed IT ur [­ 1"$ 107 to estimate the amount of overlap of this year's curriculum with last year's, they gener­ ally agreed it was 70 to 80 percent. Teachers retain the best ideas that worked, adding new ones to replace those that did not. This ability to call on past experiences is a major difference between experienced and beginning teachers (Berliner, 1994). Be­ cause experienced teachers have a wealth of past experiences to rely on (not to men­ tion handouts, worksheets, and tests), their workload is reduced. Beginning teachers, in contrast, start from scratch, as attested to by the countless hours spent planning dur­ ing student teaching and the first year on the job (Bullough, 1989). Another factor working to make planning a variable process is the content area itself. Elementary teachers report that 85 to 95 percent of the activities in math are adapted from teacher guides (McCutcheon, 1982). This adaption process is not a passive one; teachers screen these instructional activities with dual criteria: (1) Had the activity worked in the past? and (2) Would it work with this particular group? In contrast, plan­ ning in other elementary content areas such as science and social studies is much more individualized and teacher centered. Teachers chose isolated units, and interest and avail­ ability of materials were primary factors for inclusion of a topic (Zahorik, 1996). Within the framework of state and county curriculum guidelines, teachers teach what they like and know. The weaker the teacher's content background and the more inexperienced the teacher, the more the published curriculum in the form of text and teachers' guides influences the curriculum. Beginning teachers should not feel guilty about using these aids; as they become more experienced, they will personalize the cur­ riculum, making it their own. Finally, logistical considerations such as the availability of lab materials, videotapes, and books have major influences on how a course is taught. One major conclusion from this research is that planning is not a uniform process and instead depends on a number of related factors (e.g., teacher experience, content, and the availability of curriculum materials). Also, research underscores the functional nature of teacher planning-teachers plan to get the job done, to maximize student learning given the constraints of the situation. Because teachers do not write objectives, do not plan according to the linear ratio­ nal model, and are unlikely to change, should the process be abandoned? Probably not. First, while written objectives are often not the starting point for teacher planning, it does not mean they are ignored. Teachers use objectives, but they come later in the process rather than first, as dictated by the Tyler model (Zahorik, 1975; Peterson et al., 1978). Our experience supports this research finding. Even though objectives are un­ written, effective teachers know exactly what they want their students to know or un­ derstand. When asked, they are able to state precisely what their goal is. The issue seems to be more one of writing the objective down than it is thinking about objectives. Second, understanding objectives is important because of their Widespread use in state and dis­ trict curriculum materials, textbooks, and achievement tests. Evaluation procedures to assess objectives are also tied directly to them and are designed according to the princi­ ples of the linear rational model. Further, in addition to being users of already prepared objectives, teachers are often asked to participate in curriculum development projects in which goals and objectives are major products. This might be at the grade level, where team planning is involved; at the school level, where intergrade articulation of a curriculum is concerned; or even at the district or state level, where curriculum guides are produced. Also, with the continuing 108 • CHAPTER 3 www.ablongman.com/kauchak4e emphasis on educational accountability, teachers are being required to tie learning activ­ ities, objectives, and competency tests to performance. Professionals should understand both the strengths and weaknesses of connecting instruction to objectives. In addition, objectives can be a useful communication tool for talking with other teachers as well as students and parents. In sum, knowing how to write and use objectives should be a skill in every professional educator's repertoire. As teachers plan and record their planning efforts and products, they often do so in a shorthand, cryptic fashion in plan books much like the example with Jim Hartley at the beginning of the chapter. The brevity of these directions belies the thought and en­ ergy that goes into the plans. McCutcheon (1982) likened them to shopping lists; the items on a grocery list represent considerable implicit planning and coordination for dif­ ferent menus. This planning and coordination are not evident from a brief inspection of the shopping list. In a similar way, the brief description of activities in a plan book do not do justice to the considerable amount of mental planning that precedes them. At the beginning of this chapter, we said that planning entails more than the writ­ ten products of this process. Planning includes all the professional decisions teachers make over a broad time frame. The shortened notes placed in planning books are just summaries of a number of decisions made earlier. When they plan, professional teach­ ers consider things like rationale and objectives, the needs of children, and how a par­ ticular lesson relates to others. Because of time and energy, these deliberations do not show up on paper. One value oflengthier planning models, such as the linear rational model, relates to teachers' development as they first learn to plan; these models provide an initial struc­ ture. As teachers become more proficient, many of the processes become essentially au­ tomatic, and these concrete reminders are no longer necessary. For example, effective, experienced teachers automatically ask, "Now what do I want them to know? Why is this important? How will I evaluate whether they learned it or not?" Conscious prac­ tice as you're learning how to plan helps develop this automaticity. Finally, from a practical perspective, the ability to put your planning decisions on paper and describe them to others is fast becoming a prerequisite to entrance to the teaching profession. The ability to plan is one of the INTASC standards we discussed in Chapter 1. In short, as you develop as a professional you will be asked to plan and exe­ cute lessons and justify your decisions to college professors and supervisors, directing teachers during internships, and administrators supervising you during your first years on the job. The increased emphasis on accountability in education requires beginning teachers to be able to demonstrate their ability to make professional decisions. Effective lesson planning is an important part of professional decision making. PLANNING FOR DIVERSITY: INDIVIDUALIZED INSTRUCTION In this chapter we stressed the functional value of planning and how it can be used to organize instruction and promote reflection. The process of planning also provides op­ portunities for teachers to accommodate diversity through individualization. Individu­ alized instruction adapts instruction to meet the specific learning needs ofeach student (Eggen and Kauchak, 200 1). In the first part of this section we examine individualization strate­ gies that keep objectives constant for all students and vary either the time or resources uchak4e ~ activ­ erstand ldition, well as ~ a skill o so in rtley at nd en­ its; the Dr dif­ non of -ok do L. ~ writ­ achers re just [each­ a par­ 10 not ues to struc­ ly au­ -crive, thy is prac­ ns on o the iedin [exe­ rting years mmg :ctive ed to .op­ idn­ ~n rare­ trees TEACHER PLANNING: RESEARCH AND REALITY. 109 available to students. Then we examine strategies that provide different learning options for students. Finally we examine ways that technology can be used to help individualize instruction. Varying Time Learners differ in the amount of time needed to master a topic; research indicates that the amount of time needed to master a content area may vary from two to four times as much for slower students (Slavin, 1987). Teachers accommodate this difference in group instruction by giving a common assignment and providing extra time for students who need it. To make this work, teachers provide enrichment activities for students who complete their assignments early. These can include: • • • • • Learning centers Computer games and simulations Free reading Academic games Individual research projects In addition to flexible time requirements embedded in whole group instruction, two other instructional formats-mastery learning and team-assisted individualization­ keep objectives constant but vary the time and resources available to students. Mastery Learning. Mastery learning is a system of instruction that allows students to progress at their own rate through a unit of study (Guskey and Gates, 1986). Objectives spec­ ify the essential learning outcomes for the unit. Formative quizzes are used to provide feedback about learning progress. When students pass the quizzes, they are allowed to continue; when they don't pass, they are moved into alternate learning activities. Sum­ mative final exams are used to document final mastery of the content. Individual differ­ ences are accommodated by allowing students extra time to master objectives and by providing corrective instruction to remedy learning problems. Research on mastery learning is generally positive, especially when the criterion measure is specific to the content covered, and these gains are especially positive for low achievers (Slavin, 1987). However, a major obstacle to implementing mastery learning is logistical; finding the extra time to work with students who need it can be a difficult balancing act when large numbers of students are working at different points in the cur­ riculum. Team-assisted individualization addresses this problem. Team-Assisted Individualization. Team-assisted individualization is a hybrid of mas­ tery learning and cooperative learning (Slavin, 1985) (We discuss cooperative learning in de­ tail in Chapter 9). In it students work on individualized learning materials in mixed-ability learning teams. These teams provide structure and support through teammates helping with and checking assignments, and team rewards provide motivational incentives for team members. Within this structure the teacher provides direct instruction to small groups of students who are working on the same topic or skill. This teacher-led direct instruction provides quality instruction to all students; the cooperative learning teams provide support and assistance for students pursuing individual objectives. ItO • CHAPTER 3 www.ablongman.com/kauchak4e Research on this instructional strategy has yielded positive results (Slavin, 1985). In six studies involving elementary math, students in team-assisted individualization gained significantly more in computational skills than students in traditional programs. So far we've looked at strategies that keep objectives constant for students and ex­ amined ways that teachers can accommodate different learning rates. In the following sections we look at ways that teachers can individualize not only objectives but also learning materials and activities. Varying Learning Objectives Every Friday Carlos Torres gave his class half an hour to confer with him and work on their term papers. He wanted each of his high school English students to read an author in depth, and this semester-long project provided students with an opportunity to learn more about an author and read more of his or her works. Another way of individualizing instruction is to offer students choices in the learn­ ing objectives they pursue. Special projects, term papers, and individual experiments all offer students the opportunity to choose topics that interest them personally. Personal­ ization is an important factor in motivation, and student choice is a way of capitalizing on personalization (Stipek, 1998). Carlos Torres accommodated student interest by de­ signing his course so that 70 percent of the grade was based on core content while the other 30 percent was based on projects. This division allowed him to cover essential content while still providing opportunities for student choice. Adapting Instructional Materials When students in Alicia Maxwell's second-grade classroom finished their math assign­ ment, they put it in their folders and went to the back of the room to find a math game. Many of these were on the three computers located in one corner of her room. Some of the other games had dice, others had playing cards, and still others used flash cards. All were designed to reinforce the math skills on which the students were working. Individual differences can also be accommodated by altering instructional materials, such as using texts written at different levels. If these adapted texts are not available, read­ ing passages can be made more accessible by providing study guides that identify key ideas and conducting prereading discussions focusing on key concepts (Tierney and Readence, 2000). Some teachers even eliminate the text altogether and use high-interest articles from magazines and student periodicals. In other areas, materials such as math games and flashcards can be used to provide learning alternatives for students. Offering Different Learning Activities Camille Robertson circulated around the room as her eighth graders discussed their science projects. Each group was responsible for investigating a science project and reporting on it to the rest of the class. Some were doing written reports, others were growing seeds under different kinds of light, and still others were experimenting with batteries and light bulbs. ak4e I. In ned ex­ nng also irn­ sall nal­ nng de­ the itial ials , -ad­ leas ace, des and TEACHER PLANNING: RESEARCH AND REALITY. 111 As we saw in Chapter 2, the way students prefer to learn varies. Some are good lis­ teners and profit from teacher presentations, while others prefer to read or discuss an idea with their peers. The easiest way to address these preferences is to use a variety of teaching strategies. Another is to provide a number of learning options. Camille Robertson did this by allowing a variety of activities to satisfy her science investigation requirement. Other examples of accommodating different learning preferences include typing notes from good note takers and sharing them with others, placing chapters on cassettes and making these available at listening centers, and allowing students to work in teams on group projects. One of the most effective types of alternative learning ac­ tivities are those that provide corrective instruction, and are specifically designed to help students correct earlier encountered problems (Slavin, 1987). For example, a first-grade teacher who has discovered that several of her students are having problems with letter­ sound correspondence might design a learning center with tape recorders and interac­ tive materials to remedy the problem. The center would specifically target the problem content area while providing success experiences for students. Providing learning op­ tions makes sense both instructionally and motivationally. Technology as a Tool for Individualizing Instruction Technology offers another way to individualize instruction. In the last twenty years the growth of technology has greatly expanded the instructional tools available to teachers (Roblyer and Edwards, 2000). Computers, video discs, integrated learning systems, and video recorders provide teachers with more effective ways to meet the needs of all stu­ dents. In this section we focus on computers as alternate instructional tools that allow teachers to individualize assignments and provide additional instructional support. Computers as Reinforcement Tools. Computers have proven to be a valuable resource in providing extra practice and reinforcement for students who need it. Computers' strength lies in their ability to provide adaptive instruction, speeding up when students have mastered basic facts and slowing down when error rates indicate learning prob­ lems. Unfortunately, experts estimate that 85 percent to 90 percent of schools' use of computers focuses on drill and practice, a fairly primitive use of computers (Wirth, 1993). Tutorials: Adaptive Instruction. Tutorials are computer programs that introduce new information using text, graphics, and exercises with feedback. Adaptive computer tuto­ rials not only present new information but also provide informative feedback that is spe­ cific to learner needs (Forcier, 1996). A tutorial on high school accounting, for example, might first explain the formula "annual depreciation = cost/expected life" and then ask, "If an electric pasta machine costs $400 and is expected to last four years, what is the annual depreciation?" In response to the an­ swer "$100," the computer would say, "Good," and go on to the next problem or concept. A student who typed $400 might be told, "Sorry, but you're probably not ready to work for H &- R Block. $400 is the cost. To find annual depreciation, divide this figure by the ex­ pected life (four years). Please type the correct answer." 112 • CHAPTER 3 www.ablongman.comlkauchak4e In providing new information, computer tutorials are adaptive without being re­ dundant. So, for example, if students already understood depreciation, the computer could move them to the next concept. This feature allows faster students to move ahead while providing additional help for students who need it. The most effective tutorials pretest students at the beginning to identify strengths and weaknesses (Forcier, 1996). Using this information, teachers can then use the turo-s e rial to remediate background weaknesses or accelerate students past information they al­ ready know. Effective tutorials also provide teachers with detailed information about an individual student's learning progress so the teacher can adapt instruction accordingly. The Apple Learning Series: Early Language is an example of a tutorial software pro­ gram that creatively combines a number of technological features to teach beginning reading and writing (Drexler, Harvey, and Kell, 1990; Guthrie and Richardson, 1996). The different components can: • Provide practice in letter, number, shape, and color recognition and matching of upper and lower case letters. • Teach the concept of one-to-one correspondence. • Use voice synthesizers to develop letter/sound correspondence. • Teach writing and composition skills through word processing and a program that allows children to hear the letters, words, and sentences they've written. This program appears especialJy promising for teaching limited-English-proficiency students. One teacher observed: The new Spanish-speaking student sat at the computer for a while and stared at it and then at the observer, who finally gave him a few simple directions in Spanish. He took off and with no more help began mastering the games on Muppetville. While working on "Zoo," it was evident that he didn't know all his numbers by sight. The observer showed him how to find the right number by counting on the screen and keyboard. He did this, got the right answer, and clapped his hands with glee. He really enjoyed his successes. He had the same problem during a different game-he could count and add but not always recog­ nize the numbers. Without assistance, he transferred the same counting strategy he used at the "Zoo" and got the correct answers. Later, he had no trouble using this strategy again. Each time he was correct, he clapped and smiled. He was one happy boy by the end of his half hour, uninterrupted computer use time. (Drexler, Harvey, and Kelt 1990, p. 9) By combining a rich instructional menu with opportunities to experiment with new learning in a supportive, nonthreatening way, computers can provide a productive learn­ ing environment for students from diverse backgrounds. Planning: A Functional Analysis. Planning to teach is more complex than it appears. In addition to the written products that are produced, it involves decisions about con­ tent, students, learning activities, and evaluation procedures. Well-planned lessons may be detailed, or they may consist of brief sketches outlining topics and instructional rna­ .ichak-le mg re­ nputer ~ ahead -engths ~ tuto­ hey al­ out an ingly. -e pro­ mnmg 1996). hing ram en. ::tency J{ d new earn­ - pon. ·COfl­ msv DU­ TEACHER PLANNING: RESEARCH AND REALITY. 113 terials. Planning serves a number offunctions, ranging from providing security and con­ fidence to simplifying instructional decisions. Variables in Instructional Planning. A number of factors affect the planning process. Foremost of these is the teacher; who you are, what you know, and your values and be­ liefs about teaching all influence your planning. The learners you teach also have a cen­ tral influence on planning; effective teachers consider students' developmental and motivational needs as they plan for instruction. Standards-based education, with its em­ phasis on accountability, is changing how teachers plan for instruction. Content, teach­ ing context, materials, resources, and time also frame planning decisions. The Linear Rational Model: A Sequential Planning Model. Long-term planning represents teachers' first attempts to place planning decisions within a time frame, and it usually amounts to lists of topics together with notes and thoughts. Unit planning bridges the gap between long-term planning and lesson planning. A unit plan begins with a general goal that summarizes the general purpose of the unit. A rationale is an explanation of the unit's value and can be shared with students as a motivational tool. Objectives specify the major outcomes of the unit, and the content section outlines and organizes major ideas. Instructional activities translate content and objectives into learn­ ing and teaching strategies, and the assessment component describes how learning will be evaluated. Together, these components make up a tangible plan of action for the teacher to follow in the weeks to come. Lesson planning is the final step in the planning process and generates specific plans of action for a specific class period. The form that specific lesson plans take will vary with the teacher and the situation, but all deal, either explicitly or implicitly, with the fundamental questions of what to teach, how to teach, and why. In this process, in­ structional alignment, the matching oflearning activities and evaluation procedures to goals, is essential. The thoughtful decision making of expert teachers is often masked by the ease with which they produce thoughtful plans for strategic action. Integrating the Curriculum: Interdisciplinary and Thematic Units. Often the cur­ riculum is presented to students as an array ofseparate subjects. While separate discipline­ based instruction has some advantages, it fails to help students see connections between different subject matter areas. Interdisciplinary planning allows students to see how dif­ ferent disciplines can be focused on a common problem. An integrated approach to plan­ ning deemphasizes subject matter boundaries and instead focuses students' attention on a problem or theme. Research on Teacher Planning. Research on teacher planning reveals a number of interesting findings, many of which question the use of the linear rational model as a primary planning tool for experienced teachers. In addition to discovering that plan­ ning was not a discrete, sequential process, researchers found that written objectives often were not the starting point for planning activities, nor was assessment a major con­ cern prior to instruction. Instead of beginning with objectives, teachers often begin their planning by con­ sidering topics or learning activities. Time, effort, and the fact that objectives often exist 114 • CHAPTER J www.ablongman.com/kauchak4e in curriculum materials or are embedded in learning activities are major reasons that teachers don't explicitly write them. Planning is not a uniform process and is instead dependent on a number of related contextual factors (e.g., teaching experience, content, and the availability of curriculum materials). Research underscores the functional nature of teacher planning: Teachers plan as they do to get the job done and to maximize student learning, given the con­ straints of the situation. Planning for Diversity: Individualized Instruction. Teachers can help accommodate the diversity in their students by individualizing instruction. Instruction can be individ­ ualized by varying time available for learning, the materials and resources provided, learning activities, or objectives. Technology can also be a valuable tool for individual­ ization, with adaptive tutorials providing practice and feedback that is geared to each student's individual needs. Affective domain Cognitive domain Discipline-based planning Interdisciplinary planning Lesson planning Long-term planning Mastery learning Objectives Outcomes-based education Planning Psychomotor domain Rationale Standards-based education Task analysis Teaching context Team-assisted individualization Thematic planning Tutorial Programs Unit Angie Becker, a middle-school teacher with a class that is self-contained in the morning but switches in the afternoon, was wrestling with a pile of books on her desk. "Maybe I shouldn't do a unit on nutrition," she thought to herself. "It's not something I'm an expert at and it's going to take a lot of work. But, the kids really need it-I can't believe the stuff they eat for lunch. Oh, well, here goes." As Angie checked her notes in her planning folder she saw the following: Food pyramids Food groups Analyze lunches Change eating habits "Well, this is a start," she continued. "What I need to do is grab their attention. Once I get them into the unit, they'll be okay. It's that first activity that makes or breaks a unit. And since I'm not real solid on this stuff, I'd better make it a good one. Hmm, what I really want them to do is eat healthier but first they need some basic concepts. I'd better write Eauchak4e TEACHER PLANNING sons that these down or I'll forget them." She continued by writing the following terms on the sheet of paper in front of her: )f related rriculum Teachers the con­ RESEARCH AND REALITY. calories food groups vitamins minerals carbohydrates nmodate individ­ rrovided, dividual­ l to each but !tat hey get protein fat cholesterol food pyramid "I think I know where I want them to go, but I'm not sure how to get there. They need to be able to analyze their own diets and come up with positive suggestions for improving it. But first things first. I need to teach them some basic concepts." As Angie continued to sketch out ideas, her face brightened. "I've got it! I'll talk to the school dietitian and see if she has any ideas. Also, Harvey, the biology teacher, might still have that video on the digestive system. That might be fun." On the first day of her unit, Angie began the class by writing "Nutrition" on the board and asking students what it meant. After several half-hearted student attempts at defining it, Angie brought out a cafeteria tray with the day's lunch on it. Her students responded im­ mediately. "Yuck." "Gross." "Cafeteria food." "Smells good to me." "Okay, class, settle down. Good, Now is this a nutritious meal?" she asked, pointing to the pizza, salad, milk, and jello. Students looked at the tray and exchanged puzzled looks with each other. Finally, Rashad offered, "Yeah, it's nutritious---else they wouldn't feed it to us. But that doesn't mean it's any good." "Interesting, class, Do you all agree? Is this a nutritious meal? Most of you are nodding your heads 'yes: but how do you know? Well, that's what we're going to learn about in our health class for the next couple of weeks." Angie then had each student write down all the things they had eaten in the last 24 hours and asked them to write a short analysis of this diet. When they had completed this task, she asked them to hand it in so she could read them that evening. The next couple of days Angie spent talking about different food groups. At the end of the week, she gave the class a quiz that measured whether they knew basic concepts. She began the next week's class with a diary assignment. Students were to write down every­ thing they ate that week and turn their analyses in on the next Monday. Questions for Analysis 1. What evidence do we have that Angie did any long-term planning? Was her long-term planning congruent with patterns found by researchers? 2. What factors discussed in this chapter influenced Angie's planning behaviors? 115 116 • CHAPTER 3 www.ablongman.com/kauchak4e 3. What goals did Angie have for her unit? How were these written? How could they be rewritten using Gronlund's format? 4. Analyze Angie's objectives in terms of domains and levels. 5. In what ways were Angie's planning behaviors consistent with research? 6. What evidence do we have that Angie considered motivation in her planning? 7. How did Angie assess her students' background knowledge? 8. If Angie had terminated her unit after the quiz on Friday, would her unit have been aligned? 1. A colleague of yours claims that teacher planning behaviors are heavily influ­ enced by a teacher's personality. To get at this, he suggests asking two questions: How do you plan for a trip? How are your socks arranged in your drawers? He claims that people who make long travel planning lists and who sort their socks by color tend to be overplanners. How much does personality affect planning? What does your personality say about how you'll approach the planning process? 2. Is including motivation in the planning process becoming more or less impor­ tant? How important is firsthand knowledge of students in planning for motiva­ tion? Why? 3. The chapter mentioned three strategies to increase student motivation-interest, curiosity and motivation. What other ways can teachers plan for student motiva­ tion? How is planning for motivation influenced by grade level? Content area? 4. In the text, the potential influence on teachers' planning of curriculum guides and texts, both student and teacher editions, was stressed. What advantages are there in using these? What disadvantages? 5. The following arguments have been raised against the practice of writing objec­ tives in performance terms: a. Only trivial objectives can be written in performance terms. b. They stifle teacher flexibility and responsiveness to students. c. They encourage narrowness; that is, teachers will teach to the objects and students will study the objectives. How valid are these criticisms? Are they more valid in some areas of the curricu­ lum (e.g., art or literature) than others? What can teachers do to minimize these potential problems? 6. Are objectives easier to write in some areas of the curriculum than others? What about grade levels? Within a curriculum area, is it easier to write objectives for some types of goals? What can be done in areas where objectives are hard to write? 7. Some people have suggested that education could be improved if the planning process were a centralized process, occurring at the state or district level. Teach­ ers would then be responsible for implementing preplanning units of study. This method would save teachers' time, ensure uniform content, and provide for co­ ordination between teachers at different grade levels. Is this a good idea? What advantages does it have? What disadvantages? TEACHER PLANNING RESEARCH AND REALITY. 117 8. You are a substitute teacher who has been called at the last minute to take over a class. How will the following influence your teaching? a. The teacher's long-term plans b. The teacher's unit plan c. The teacher's lesson plan - IS: Ie b 9. Is interdisciplinary or thematic planning more appropriate at some grade levels than at others? Why? Is interdisciplinary or thematic planning more beneficial for high- or low-ability students? What do your responses to these questions tell you about your view of the relative importance of content in planning and teaching? 10. Of the methods described for individualizing instruction, which are the most labor intensive for teachers? Least? What implications does this have for your teaching? 11. How are tutorial programs different from regular instructional programs? What obstacles do you anticipate in using technology as an individualization tool? What could you do to eliminate or minimize these obstacles? 1. 'Teacher Planning. How do experienced teachers plan? Interview a teacher to find out how he or she plans. Some possible questions might include the following: 5 e :c- ICU­ ese Ite: g :b­ his 'O­ u a. Where do you begin? b. What help are state and district curriculum guides? c. Is there a teacher's edition, and, if so, how is it useful? d. Do you coordinate your planning activities with other teachers? e. What does your administrator expect of you in terms oflesson plans? f. What do the products of the planning process look like? How do the teacher's responses compare with the research described in this chap­ ter? What implications do these responses have for you as a teacher? 2. 'Teacher Planning: Contextual Factors. Analyze a teacher's syllabus or outline for a course or a unit within a course. In doing this, compare it with: a. State guidelines b. District guidelines c. The text being used d. Your college courses in this area (either subject matter, text, or special methods courses) What things are missing? What things are there that you wouldn't do? How would your syllabus look different? 3. Curriculum Guides. Analyze either a state or district curriculum guide in one area of the curriculum (or compare two levels). a. How recent is it? b. Who constructed it? c. How is it organized (e.g., chronologically, developmentally, topically, etc.)? d. How do the topics covered compare with a text for this area? 118 • CHAPTER 3 www.ablongman.com/kauchak4e e. How many objectives are listed for a particular course of study? f. How many objectives per week are implicitly suggested? Is it a realistic number? g. What types oflearning (e.g., memory versus higher levels) are targeted? How could you use a guide like this in your instructional planning? 4. Teacher's Editions. Examine a teacher's edition of a text. Does it explain how the text is organized? Does it contain the following aids? a. Chapter overview or summary b. Objectives c. Suggested learning activities d. Ditto or overhead masters e. Test items f. Enrichment activities g. Supplementary readings How helpful would these aids be to you as a teacher? How could you integrate them into your instructional planning? 5. Objectives. Write an objective for a lesson you might want to teach. Share it with a fellow student. Is it clear? (Could he or she construct a complete lesson plan based on it?) How could it be made clearer? 6. Objectives and Measurements. Take the objective you wrote in exercise 5 and con­ struct a measurement item for it. How else might you evaluate your goal? 7. Task Analysis. Using the objective you wrote for exercise 5, do a task analysis on it. This should include the following: a. Prerequisite knowledge and skills b. A sequence for these prerequisites c. Some type of diagnostic instrument to let you find out what students already know d. How useful is task analysis for planning instructional activities? 8. Lesson Planning. Using one of the models discussed in this chapter, construct a complete lesson plan. Share it with a fellow student and ask him or her to critique it in terms of clarity. (Use the substitute teacher's test-if they had to come in and substitute teach for you, would they know what to do?) What did you learn from this planning exercise? 9. Planning and Microteaching. Microteaching is a teaching technique that allows prospective teachers to focus on one aspect of their teaching at a time. This exer­ cise focuses on planning. Take the lesson you constructed in Portfolio Activity 8 and teach it for 10 to 15 minutes to either a small group of your peers or a small group of real students. Audio or videotape the lesson. Listen to or watch the tape and answer these questions: a. Were you over- or underprepared? b. How well did the planning model you chose fit your personal needs? c. In hindsight, what should you have done differently in the planning process to improve your teaching? n: ~~ a ed I ue !ld m c- to CHAPTER OUTLINE I. Classroom climate: A prerequisite to learning A. Acceptance and caring: The human dimension of teaching B. A safe and orderly learning environment C. A learning-focused classroom II. Effective teaching and the concept of time A. Allocated time: Priorities in the curriculum B. Instructional time: Time from a teacher's perspective C. Engaged time: Time from a learner's perspective D. Academic learning time: The role of success III. A general instructional model IV Characteristics of effective teachers A. Teacher attitudes B. Teacher attitudes, learner diversity, and motivation C. Effective communication implications for teachers D. Organization V Effective lesson beginnings A. Review B. Focus VII. Ending lessons effectively A. Closure B. Assessment VI. Developing the lesson () n Chapter 3 we saw how teachers plan and how planning affects the ways they ac­ t tually teach. We also looked at different types of planning and how they affect stu­ dent learning. We now turn to instruction. As a way of thinking about the content of this chapter, imagine going into a number of classrooms, sitting at the back of the room and watching effective teachers at different grade levels and in different content areas work with their students. They could be at the first, fifth, eighth, tenth, or any other grade level. In some, students will be learning more than would be expected for their age and ability level, whereas in others they will be learning less than would be expected. For years, researchers have looked at differences in the way teachers operate in the high-achieving classes com­ pared to teachers in the low-achieving classes, and they've found significant differences (Shuell, 1996). For instance, as two simple examples, researchers found that teachers of high-achieving students use their time much more efficiently, and they ask many more questions of the students, than do teachers of low-achieving students. The study of differ­ ences in the behaviors qfhigh-achieving students' teachers compared to low-achieving students' teach­ ers is sometimes called teacher effectiveness research. Our goal in writing this chapter is to help you understand this research and assess the extent to which Kathy Johnson, the teacher in the case study that follows, applied it in her work with her fifth graders. In an effort to make the descriptions of this research more meaningful for you, we have organized them into a general model of instruction that applies to most classroom situations. When you've completed your study of the chapter, you should be able to meet the following goals: • Explain how caring, safety, and positive teacher expectations contribute to a positive learning environment. • Describe teacher characteristics associated with increased learning and motivation. • Identity ways effective teachers begin lessons to promote learning. • Describe ways that effective teachers guide learning as lessons are developed. • Identity ways that effective teachers bring lessons to closure. Kathy Johnson is a fifth-grade teacher in an urban Midwestern city. About half of her twenty-seven students are considered to be placed at risk, coming from mostly low- to middle-income families. A veteran of six years, she is at her desk working on a unit on the northern and southern states prior to the Civil War. "Hey, what's up?" her friend Marisse asks as she walks in Kathy's room. "I'm working on this social studies stuff" Kathy responds. "I know a Jot of these kids don't have a lot of background in some ways, but in others, they're actually sharp. I know EFFECTIVE TEACHING: THE RESEARCH BASE. yac­ : stu­ ipter, :hing their orne, level, :hers .om­ -nces of nore 'IS iijJer­ each­ apter , the ,we oorn t the that if I can get their thinking channeled a little, I can get them to understand a whole lot more than I'm getting out of them now." "Such as ... rr "Well, you know that I've been going to this series of workshops to upgrade my cer­ tificate, and they are emphasizing student thinking and involvement so much ... and at first I was skeptical, you know, 'This won't work with my kids' stuff, but I said I'd give it a shot ... and the kids actually are doing well ....That's what I mean when I say that they're actually sharper than we give them credit for. "Anyway, I've got them working in teams and doing some research on different states in the North and South, and we've put the information in a big chart. We're going to start ana­ lyzing it tomorrow to see how it might have affected the Civil War. Some of them are a little uncertain, but most of them are doing really well. ... Anyway, I'll let you know how it goes." Marisse waves goodbye and Kathy goes back to her work. We join Kathy the next morning near the end of her morning break. She typically schedules her day as follows: 8: 15-9: 15 9:15-10:45 10:45-11 :00 II :00-11 :30 11:30-12:00 12:00-1:25 1:25-1 :35 1:35-2:00 2:00-2:45 Math Language Arts Break Social Studies Lunch Reading Break Science (Art, Music, PE, Computers) Kathy is standing at the door at 10:55 as the students file in from recess. "Nice shirt, Jerome," she smiles. "I didn't notice it before. "Come up here, Simone," she motions quietly, guiding him to her desk. "You've missed the last two math assignments .... I want you to come in tomorrow morning as soon as the bus gets here, and we'll work on them .... Okay? Don't forget now." Kathy smiles as Simone nods shyly, and she watches him as he moves to his desk. Si­ mone has recently come to this country from Haiti, and English is still difficult for him. The students are in their desks and settled at 11:0 I, and Kathy says, 'T m pleased to see that you're ready to go. We never have enough time, and I appreciate your help." "Look over there," she says, referring the students to a large chart taped to the side wall of the room. It appears as follows: l. Northern states PEOPLE LAND AND CLIMATE ECONOMY Small towns Many trees Syrup Religious Remains of glaciers Rum Valued education Poor soil Lumber Cooperative Short growing season Shipbuilding Cold winters Fishing Mountains Small farms 121 122 • www.ablongman.com/kauchak4e CHAPTER 4 Southern states PEOPLE LAND AND CLIMATE ECONOMY Aristocratic Good soil Large farms Isolated Hot weather Tobacco Social class distinction Large rivers Cotton Long growing season Unskilled workers Coastal plain Servants and slaves Now, as you look at it, let's think about what we've been doing for the last week. Latisha?" Someone go ahead and describe what we've been doing we worked together ... " ... We looked up stuff about the different states, and and we wrote it down, and we turned it in." "Good," Kathy smiles, "and what were some of the things you found? ... Michael?" " ... We found that in the South, like Mississippi and Georgia they had big farms and grew cotton, and ... " "And in New Hampshire and up there, they had little farms," Jason jumps in, pointing to the map of the United States at the front of the room. "That's good information, Jason, but remember that we don't interrupt our classmates when they're talking." "What else? ... Kristi?" " ... They had servants and slaves in the South but not so much in the North." "Good, everyone," Kathy waves. "Now, you heard what Latisha and Michael and Jason and Kristi have said. Keep that in mind as we look at our chart. The information you gathered is all in it, and I added a little of my own. Now, looking at the chart brings up some questions.... How are these states different, and why, since all these states are part of the same country-s-our United States-why are they so different? . .. That's what we're going to try and figure out today. lfwe work hard, I'll bet we come up with some really important ideas.... Everybody ready? . " Let's go." Let's stop now and see what research says about effective teaching and effective teachers and how this research can help us understand the actions of Kathy Johnson. CLASSROOM CLIMATE: A PREREQUISITE TO LEARNING Think back to some of your own school experiences, and consider classes in which you were comfortable and looked forward to going to compared to those you disliked, in which you were uneasy or perhaps even felt were a waste of time. What were the dif­ ferences between these two types of classrooms? One likely and important difference can be explained with the concept classroom climate, which describes the emotional and academic tone in classrooms. Classrooms with a positive climate are emotionally safe, orderly, and focused on learning. In classrooms with a negative climate students are disruptive, they worry about being criticized or ridiculed, and learning doesn't seem to be emphasized. A positive classroom climate is crucial if all students are to learn as much as possi­ ble. Because classroom climate is so essential, we begin our discussion of the research examining effective teaching with it. 4e I EFFECTIVE TEACHING ,,t THE RESEARCH BASE. 123 ~ Creating a Positive Classroom Climate '----1- - 1 - - 1 Accepting and caring teachers .:r~ 9. r A safe and orderly learning environment A learningfocused classroom Creating a Positive Classroom Climate A positive climate is created in three ways, which are outlined in Figure 4.1. Let's look at them. Acceptance and Caring: The Human Dimension of Teaching :rive 1. YOU J. in dif­ )Om ith a )OIIlS .J or tOSS!­ earch Sean Williams surveyed his eighth graders as he passed out his unit exam. The desks were spread apart and there was a feeling of anticipation in the air as they began the test. As Sean moved around the room, he noted with satisfaction that most of his students had plunged into the test and were working diligently. Tony, however, was sitting at his desk and staring out the window. Sean didn't initiallysay anything, but when Tony still hadn't started the test after 5 minutes, Sean went over to him, bent down and quietly said, "Tony, you still haven't started the test. Is something wrong?" Tony turned away to avoid looking at Sean and said nothing. "Please come out in the hal]," Sean said to him. When they got there, he could see that Tony was close to crying-something for which rough and tough boys aren't noted. Tony hesitantly described a fight between his parents the night before, which ended with Tony's dad storming out of the house. As Tony described the incident, tears came to his eyes and Sean decided that the test wouldn't do Tony any good at this time. "Go wash your face," Sean smiled. "Then, come back into the room until the period ends. We'll make the test up tomorrow before school. ... You okay?" Tony managed a weak smile and a nod, then headed to the boys' bathroom. When classroom climate is positive, students know that they are valued as human beings, regardless of their appearance, personality, or achievement. One of the most im­ portant ways that teachers communicate that students are valued is through acceptance and caring (Marzano, 1992). Caring rejers to teachers' abilities to empathize with and invest in the protection and development of young people (Chaskin and Rauner, 1995). Sean was empathetic when he listened to Tony describing the fight between his parents, and he invested in Tony's protection. The most important way teachers invest in the protection of students is with time. For instance, Sean asked Tony to come in to take the test the following morning. Nor­ mally, Sean used this time to do some final organization tasks for his day, but he gave Tony the time instead. Everyone has 24 hours a day, and choosing to allocate some of this time to another person communicates caring better than any other way. Students quickly recognize the differences between teachers who care and those who don't. A fourth grader commented, "If a teacher doesn't care about you, it affects 124 • CHAPTER 4 www.ablongman.com/kauchak4e your mind. You feel like you're a nobody, and it makes you want to drop out of school" (Noblit, Rogers, and McCadden, 1995, p. 683). In addition to spending time with students, caring can be demonstrated in at least four ways: • Treating students with respect, listening to their comments and questions, and being responsive to legitimate needs for second chances and extra help. • Treating students as individuals, noticing and commenting on changes in dress, habits, and behavior. • Being willing to listen to students concerns about personal problems and other nonacademic concerns. • Going the "extra mile"-being willing to provide extra help with classwork, providing guidance in personal matters, and working on extracurricular activities. In the introduction to the chapter, we said that we are focusing on the research base for effective teaching, so let's see what research has to say about this somewhat elusive concept called caring. Since the early 1990s, researchers have been investigating the effects oflearners' re­ lationships with teachers and peers on their motivation and learning. They focused on the concept of relatedness, which is students' need tofeel connected to others in a social envi­ ronment and tofeel worthy and capable oflove and respect. It is a basic need in all people, they argue (Connell and Wellborn, 1990). Teachers who are available to students and who like, understand, and empathize with them have learners who are more emotionally, cognitive1y, and behaviorally engaged in classroom activities than teachers rated lower in these areas (McCombs, 1998; Skinner and Belmont, 1993). Also, students who feel like they belong and perceive personal support from their teachers report more interest in their classwork and describe it as more important than students whose teachers are more distant (Goodenow, 1993). These findings suggest that caring teachers-who value all students regardless of academic ability or performance--are essential for both learning and motivation (Stipek, 1996). A Safe and Orderly Learning Environment The teacher says, "We have a little filmstrip on weather." And she quickly overviews the content on the filmstrip. which is called "The Weather Is Poetry." As the teacher arranges the filmstrip in the machine, she says. "Before we start this, we're going to turn out the lights, but you can finish your work anyway. We're going to pick it up afterwards." Greg says, "Miss, I can't see to finish." The teacher says, "Yes, you can. Your eyes will adjust." Andrew is yelling, "Lights off, lights off" four times. Finally, the teacher starts the filmstrip, which is a sound filmstrip. Someone turns the lights off Everyone starts yelling, "I can't see. It's dark in here." The teacher assures everyone that their eyes will adjust. As the film is running, the students talk. move around. Apparently, two of them go outside to work, al­ though the observer did not notice until later. Some move desks. Observer notes that no one can hear the movie. Joe comes in from the hall and stands at the front of the room to watch. The class finally settles a little. About half are watching the film, and half are work­ ing on the assignment in the dark. The teacher walks out of the room. And then she walks about the room. She says, "In a few minutes, you're going to see the part about the mud. That's my favorite part. They describe the sound of people walking in the mud." Greg auchak4e EFFECTIVE TEACHING: THE RESEARCH BASE. school" says, "Turn on the lights." The teacher ignores him. During the filmstrip there is a steady exchange of students with restroom passes. Susan comes in, Joe goes out. The teacher goes out. Robert calls after her sarcastically, "You missed the mud." (Carter, 1986, pp.33-34) l at least IS, 1 and dress, I other rk, .tivities, ch base elusive ers're­ ised on al envi­ e, they dwho lonally, rwer in eel like Test in e more due all arning 125 This is a description of an actual middle school classroom. How much learning is likely to occur in this kind of environment? Positive classroom environments require teachers who care, but caring, while fun­ damental, isn't enough. Students can't learn if their classmates are disruptive. A safe and orderly learning environment is the second component of a positive classroom climate. Research indicates that an essential precondition for teaching all kinds ofstudents­ bright, slow, white, minority, low SES or high-is an orderly classroom where students know what to expect and what is expected of them (Levine and Lezotte, 1995; Doyle, 1986). This dimension is so crucial to teaching effectiveness that we devote all of Chap­ ter 6 to the topic. A Learning-Focused Classroom Effective teachers believe that their most important role is to promote as much learning as possible in their students. While extracurricular activities are important, they don't take precedence over learning. Effective teachers, for example, don't allow students to use class time to discuss club events, and socializing is done out of class, not during time when students should be completing seatwork. One study investigating the effects oflearning-focused classrooms concluded, "Stu­ dents learn more in schools that set high standards for academic performance, that use their instructional time wisely, and that use student learning as a criterion for making decisions" (Lee and Smith, 1999, intra). Teachers communicate that learning is the primary reason students are in schools in several ways: Modeling a belief in the importance of study, effort, and learning Clearly communicating learning goals and reasons for the goals Using time effectively Preventing disruptions that interfere with learning Thoroughly and frequently measuring students' understanding with quizzes and alternative assessments • Providing timely (i.e., the day after they're given) feedback about performance on the assessments • • • • • Kathy communicated a learning focus with her students in at least three ways. First, social studies was scheduled to begin at 11, and she began within a minute of that time. Second, she immediately reacted to Jason's disruption by saying, "That's good informa­ tion, Jason, but remember that we don't interrupt our classmates when they're talking." Third, she said, "Now, looking at the chart brings up some questions. How are these states different, and why, since all these states are part of the same country-our United States-why are they so different? That's what we're going to try and figure out today. If we work hard, I'll bet we come up with some really important ideas." Her comment set an academic tone and provided a clear goal for the lesson. 126 • www.ablongman.com/kauchak4e CHAPTER 4 We've just seen that effective teachers create positive classroom climates and that the way they use their time is a factor in the process. Let's look at the use of time in more detail. EFFECTIVE TEACHING AND THE CONCEPT OF TIME Dost thou love lije? Then do not squander time,Jor that is the st!!iJ liIe is made of Benjamin Franklin Poor Richard's Almanac, 1775 Ben Franklin recognized the importance of time all the way back in 1775, saying it is the stuff of life. It's the stuff of teaching life as well, because it's precious and, unfor­ tunately, often used inefficiently. In introducing this chapter we suggested that you ask yourself what you would ex­ pect if you observed effective teachers at any grade level. One feature they would have in common is that they use their available time efficiently. That time is critical in learning is suggested by the fact that students in many other industrialized countries typically spend more time in school than do American students, and these students also score higher on standardized tests than do American youngsters. This has led to suggestions that the American school year and school day be lengthened. These suggestions are simplistic, however, because the length of the school year or day is only one dimension of time. A more complete picture examines how teachers use their available time and how this influences learning. In analyzing classroom time use, we'll focus on the four dimensions outlined in Table 4.1. Let's examine them. Allocated Time: Priorities in the Curriculum Allocated tirne is simply the amount of time teachers assign to different content areas or topics. If we look back at Kathy's schedule, for instance, we see that she allocates an hour and a half for reading, almost as much for language arts, and an hour for math. By contrast, social studies gets only a half hour and science a mere 25 minutes. These allocations are typical and reflect the fact that elementary teachers emphasize reading, language arts, and math more strongly than social studies and science. ~ ~. ( DIMENSIONS OF CLASSROOM TIME Allocated time The amount of time a teacher or school specifies for a content area or topic Instructional time The amount of time available for teaching time after routines and administrative tasks are completed Engaged time The amount of time students are attending and involved in learning activities Academic learning time The amount of time students are involved in learning activities during which they're successful Ie le re lin 75 it ,r­ x­ ve ier Its, TS. ~d. or rse se, ncs. EFFECTIVE TEACHING THE RESEARCH BASE. 127 While it appears that elementary teachers have more control over time allocations than do middle or secondary teachers, this isn't necessarily the case. For instance, a mid­ dle school English teacher could choose to emphasize writing by spending a great deal of time on it, while another might devote that time to grammar instead. Research indicates a positive but weak correlation between allocated time and learning (Karweit, 1989). As a way of thinking about this correlation, imagine that we double the allocated time for a certain subject. While we would expect students to learn more, they would not learn twice as much. In fact, they only learn slightly more than they did with the previous allocation. Instructional Time: Time from a Teacher's Perspective The bell had rung and Dennis Orr's eighth graders were filing into his class. Dennis was at the back of the room working on some equipment as the students moved to their seats. In a few moments he moved to the front of the room and said, "Now, let's see who's here today." He glanced at the top of his desk looking for his roll book and, not seeing it, looked in his desk drawer. "I let some ofyou look at your averages yesterday," he called out to the class. "Did you return my book?" "We put it in your file cabinet," one of the boys responded. "Ah, yes, here it is," Dennis said quietly as he looked in the drawer and saw the book. Having finished taking roll, he said to the class, 'T m going to show you a demonstra­ tion today. Get your books and notebooks out while I finish getting this set up." The students, basically well behaved, did as he suggested as he began to take equip­ ment from a nearby shelf and assemble it. A few minutes later, he signaled the class. "Okay, everyone, let's take a look at what we have here." He began the demonstration, having the students make observations of the equipment and the phenomenon taking place. Suddenly he said. "Oh. I almost forgot. All of you in the band will be released 10 minutes early today so you can gather your instruments for the trip to Seaside Junior High." md ast, Now, let's look at another eighth-grade teacher in essentially the same situation. are res. - Steve Weiss, Dennis's colleague across the hall, was sitting at his desk as his students walked in. As they sat down, they got their books and notebooks out of their backpacks and put them on their desks. As they moved toward their seats, Steve checked their names in his roll book. "I see Jim isn't here. Has he been absent all day?" he asked as the last student was sit­ ting down. "He's sick," a classmate volunteered, and with that Steve signed the roll and hung it on the clip on his door. As he walked, he pointed to an announcement on the board. 'All band students go to the band room immediately after school to get your equipment ready for the trip to Seaside." Walking back to the center of the room, Steve began. "We studied the concept of pressure yesterday, and today we want to look at how pressure changes under different conditions. I have a demonstration for you. Everyone take a look at the cart." With that, he rolled a cart to the center of the room with some equipment assembled on it. "What do you notice on the cart, Tony?" he asked as he began the lesson. 128 • CHAPTER 4 www.ablongman.com/kauchak4e In comparing the two teachers we see that Dennis spent several minutes taking roll, searching for his grade book, preparing his demonstration, and making an announce­ ment, whereas Steve took roll as students came in the door, made his announcement as he hung up his roll slip, and had his demonstration prepared in advance. Dennis spent more time on noninstructional activities than did Steve. Instructional tim.e is the amount of time available for learning activities. As Dennis's case illustrates, significant portions of time are frequently lost to noninstructional activ­ ities, often more than a third of teachers' allocated time (Karweit, 1989). Further, some teachers seem to be unaware of the value of time as a resource, thinking of it as some­ thing to be filled, or even "killed" rather than an opportunity to increase learning (Eggen, 1998; Wiley and Harnischfeger, 1974). With instructional time so important, teachers must do everything they can to maximize the amount they have. Significantly, when noninstructional lapses are decreased, learning increases (Stallings, 1980). Instructional time is important for another, more subtle reason; disruptions that de­ tract from classroom climate are most likely to occur during noninstructional activities. Well-run classrooms with high rates of instructional time are places with fewer manage­ ment problems (Emmer, Evertson, Clements, and Worsham, 2000; Evertson, Emmer, Clements, and Worsham, 2000). Engaged Time: Time from a Learner's Perspective While instructional time is important, engaged tim.e, the proportion of instructional time that students are focused and on task, is even more important. A comparison of high- and low-achieving students demonstrates the importance of engaged time, or "time-on-task." High-achieving students are typically engaged for 75 per­ cent of the time or more, while low achievers often are engaged less than 50 percent of the time (Evertson, 1980; Fredrick, 1977). Further, researchers have found that the en­ gaged time for students of effective teachers is much higher than that for students of less effective teachers (Berliner, 1987; Shuell, 1996). Engaged time is a tangible measure of a teacher's impact on students and, not surprisingly, when principals and other school leaders observe in classrooms, one of the first things they look for is student engagement rates, or the extent to which students are paying attention and doing their assigned work. How can we tell if students are on task? Or, more specifically, what kinds of things would you look for in determining if your students are with you? One of the best indi­ cators is eye contact-are they watching you during a teacher-led discussion, and dur­ ing individual work do their eye movements suggest that they are reading and actually responding to the materials they're studying? Interestingly, research indicates that the link between on-task behaviors and achievement is more complex than it appears at first glance. High- and low-ability stu­ dents differ not only in the amount of time they're engaged but also in when they're off task (Rusnock and Brandler, 1979; Smyth, 1979). High-ability students finish their aca­ demic tasks and then go off task; low-ability students go off task before and during their academic tasks. The issue, then, is not as simple as merely allocating more time to a particular sub­ ject, nor does increasing efficiency so that instructional time is maximized solve the problem. If students aren't paying attention during learning activities or doing searwork when it's assigned, learning won't occur regardless of how well organized and efficient EFFECTIVE TEACHING: THE RESEARCH BASE. )11, :e­ : as ~nt is's IV­ ne ie­ illg nt, dy, :leLes. ?;e­ 129 a teacher is. (Because involving students is so essential to learning, we devote all of Chapter 5 to the topic.) Academic Learning Time: The Role of Success Research indicates that part of the reason that low achievers go off task relates to frus­ tration (Anderson et al., 1985). The work they're assigned is often beyond their present capability, making it nearly impossible to complete. As a result, they often give up and go off task. This leads us to the concept of academic learning time, which we saw in Table 4.1 is the amount of time students are successfully engaged. Student success is important for at least three reasons: • It indicates that the new learning is building effectively on what students al­ ready know (Fisher et al., 1980). • Success is reinforcing; it is much more rewarding to get questions and problems right than wrong. • Success builds confidence, preparing students for future learning. ier, lme : of -er­ t of en­ less ~ of 001 lent irk, lllfj> ld.i­ Iur­ i3lly and stu­ 'off • ~ mb­ the mrk :ient The importance ofsuccess is confirmed by the teacher effectiveness research. A study of 250 classrooms showed that students in classes where success was the dominant pattern not only learned more but also felt better about themselves and the material they were learning (Fisher et al., 1980). How high should success rates be? The answer depends on the situation. Research suggests that students in interactive question and answer sessions should be about 80 per­ cent successful (McGreal, 1985), but in homework assignments, where the potential for confusion and frustration is higher, success rates should be 90 percent or higher (Berliner, 1984, 1987). As with engaged time, success rates are not as simple as they appear on the surface. Younger students, low achievers, and students from lower socioeconomic backgrounds typically need more success than do their older, higher-achieving, or more advantaged counterparts. These students often lack a robust history of classroom success and tend to become easily frustrated or discouraged. Content is also a factor. Topics that build on previous knowledge and skills--such as some parts of math and reading-require higher success rates than other less cumula­ tive and structured areas, such as Kathy's social studies lesson. As we move from allocated time to academic learning time, the correlation with learning becomes stronger and stronger (Nystrand and Gamoran, 1989). Our goal should be a well-organized classroom that has students successfully engaged in mean­ ingfullearning activities. While this isn't easy, with effort it is attainable. We begin our discussion of ways to accomplish the goal in the next section. A GENERAL INSTRUCTIONAL MODEL In our introduction to the chapter, we said that we would organize the research base for effective teaching into a general instructional model. Our goal in doing so is to make the information more meaningful for you, so it is easier to remember and apply in your own teaching. 130 • www.ablongman.com/kauchak4e CHAPTER 4 Teacher Characteristics • Positive teacher attitudes • Effective communication • Organization I 'I Lesson Beginnings • Introductory review • Introductory focus - Lesson Development • Representing content • Involving students • Practice and feedback I ?~ L:f.2 t-­ l Lesson Endings • Closure • Assessment iii A General Instructional Model Our efforts are represented in Figure 4.2 and discussed in the sections that follow. As you study these sections, remember that the model summarizes research that applies in all classrooms, regardless of grade level, content area, or specific topic. CHARACTERISTICS OF EFFECTIVE TEACHERS As we would expect, characteristics of effective teachers such as their attitudes, the way they communicate, and how they organize their learning activities influence the total lesson cycle-its beginning, development, and ending. This is why these characteristics are connected to each phase in the model. In each phase we analyze the specific actions that research indicates are effective. Let's see how these components interact to increase student learning. Teacher Attitudes In looking again at Figure 4.2, we see that teachers' attitudes are listed first. We did this on purpose, because teachers' attitudes and beliefs have a powerful impact on their abil­ ity to promote student learning (Calderhead, 1996; Good and Brophy, 1997). These at­ titudes are often demonstrated subtly, but their positive influence on learning is clear. Let's look at an example. Lorna Davis, a veteran with fourteen years of experience, teaches three sections of Ad­ vanced Placement biology and two sections with students of below average to average ability. We look in on one of her average classes. "We better get moving," Clarice says to Leroy as they approach the door of the class­ room. "The bell is going to ring and you know how Davis is about this class." "Yeh," Leroy smiles wryly. "She thinks all this genetic stuff is sooo important. She thinks she can make scientists out of all of us." "Did you finish your homework?" Lk4e EFFECTIVE TEACHING: THE RESEARCH BASE. 131 "Are you kidding," Clarice returns. "You miss a homework assignment in this class and you're a dead duck." "Right," Leroy confirms. "Nobody messes with Davis." "I didn't know what she wanted on that explanation about attached and detached ear, lobes, so I went to her help session after school yesterday, and she went over everything again," Clarice continues. "She really tries to help you get it." From this short episode we can infer a great deal about Lorna and her attitudes about learners and learning. These attitudes and beliefs consist of the following three elements: • Personal teaching efficacy • Teacher modeling and enthusiasm • Teacher expectations low. )1ies way :otal sties ions 'ease this ibil­ e at­ lear. Personal leaching Efficacy. To begin this section, let's look again at Lorna's teaching. Leroy commented, "She thinks she can make scientists out of all of us." While we can't be sure about her goals based on this short vignette, Leroy's reaction gives us some infor­ mation about Lorna's attitudes. She is high in personal teaching efficacy, which is the beliefthat teachers and schools have an important positive effect on students (Bruning, Shraw, and Ronning, 1999). High-efficacy teachers increase learning more than do low-efficacy teachers. They tend to use praise rather then criticism, to persevere with low achievers, to use their time well, and to accept students and their efforts to answer. Low-efficacy teachers, in contrast, spend less time in learning activities, "write off" low achievers, and criticize students to a greater extent than do their high-efficacy counterparts (Kagan, 1992). High-efficacy teachers also tend to be flexible, more willing to try new curricu­ lum materials and strategies (poole, Okeafor, and Sloan, 1989). Kathy Johnson also demonstrated the characteristics of a high-efficacy teacher. Her comment, "I can get them to understand a whole lot more than I'm getting out of them now," suggests that she believes her students can learn and she can influence it. In addi­ tion, her remark, "At first I was skeptical, you know, 'this won't work with my kids' stuff, but I said I'd give it a shot," reflects a willingness to try new ideas. Positive profes­ sional beliefs such as these strongly influence the effort teachers make in trying to pro­ mote learning. Teacher Modeling and Enthusiasm "I see you have David in class too," one teacher said to another. "He sure is a good kid, isn't he?" "I'm not surprised," the second one responded. "Have you ever met his parents? They're both super people, too----enthusiastic and supportive. David probably picks up his attitude from them." Modeling is the display of behaviors that are imitatedby others (Bandura, 1993; Pintrich and Schunk, 1996). The two teachers in our example are suggesting that David is imi­ tating the attitudes and behaviors of his parents, and we see the effects of modeling in a great many other cases. People imitate the hair styles of figure skaters and princesses; the clothing of rock musicians, first ladies and professional athletes; and exercise patterns 132 • CHAPTER 4 vvww.ablongman.com/kauchak4e demonstrated by movie stars. Students pick up attitudes and expressions from the thou­ sands of hours of TV they watch. Observing and imitating the behaviors of others is an important way that all people learn (Bandura, 1986, 1993). Teachers strongly influence students through their modeling (Good and Brophy, 2000). However, the process is often subtle, and the effects of modeling can be out of a teacher's conscious control. For instance, if a teacher claims to encourage free thinking but disapproves when students offer novel or occasional off-the-wall ideas, they will soon say only what they think she wants to hear. If teachers are inconsistent in what they say and do, children imitate their behavior rather than their spoken words (Bryan and Walbeck, 1970). Teachers also teach attitudes toward learning through their actions. For example, teachers who modeled persistence in attempting to solve problems had students who strongly persisted in their own efforts, whereas students who saw a teacher persist only minimally actually declined in persistence (Zimmerman and Blotner, 1979). Further, when teachers made statements of confidence about their ability as they persisted, their students had increased estimates of their own ability (Zimmerman and Ringle, 1981). Clarice's and Leroy's conclusion that "Davis thinks this stuff is sooo important," was the result of Lorna's modeling. It wasn't anything in particular that she said; it was the way she approached her class. Students who see their teachers study and examine-or even struggle with-ideas are acquiring important ideas that they can apply to their own learning. They see that effort, struggle, and persistence, are positive and desirable. Enthusiasm is one of the most important things that teachers model. This is intu­ itively sensible. We react well to enthusiastic people, and we find them attractive and enjoy being around them. Research confirms the effects of enthusiasm on learners. Teachers who present information enthusiastically increase learning, self-confidence, and achievement more than do less enthusiastic teachers (Perry, 1985; Perry, Magnus­ son, Parsonson, and Dickens, 1986). How do we demonstrate enthusiasm? Teacher enthusiasm shouldn't include pep talks or unnecessary theatrics; rather, teachers should clearly communicate why they find topics interesting and meaningful to them (Good and Brophy, 2000). Teachers communicate enthusiasm both verbally and nonverbally, using body language and ex­ citing language to communicate their genuine interest in a topic. Teacher Expectations. To introduce the topic of teacher expectations, consider the fol­ lowing scenario, based on an actual classroom incident. Mary Willis looked around the room as her fourth graders put away their math books and took out their language arts workbooks. When she saw that all books were out, she said, "Class can I have everyone's eyes up here.... Good. Today we're going to learn a new skill, how to alphabetize. This is an important skill that you will use again and again, not only this year, but every year of your life. If you don't know the meaning of a word, it will help you find it in the dictionary. ) know that all of you will learn how to do this and we'll practice until we're all good at it. Now let's turn to page 47 in our workbooks and see how we begin." As the class opened their books, Mary noticed Will leaning forward to poke Steve with his pencil. She walked down the aisle, looked Will in the eye, and asked, "Will, have you found the page yet? Quickly now. This is too important for you to be wasting time monkeying around." 4e J­ ill lY, :a 19 ill ey 1d le, 10 Jy er, eir zas he or vn u­ rrd rs. lS­ ep ey ers x- EFFECTIVE TEACHING THE RESEARCH BASE. 133 The lesson continued with Mary explaining and modeling the skill at the board and then asking students to come to practice with new lists of words. With each she asked for a show of hands to see who was performing the skill correctly. When she was confident that most students understood, she gave an assignment that all students were to complete before free reading. As they worked on the lists, Mary moved around the room checking papers and answering questions. Effective teachers clearly communicate their expectations for learning. They tell students that something is important, and they explain why it's important. They openly communicate that they expect all students to learn, as Mary did when she said, "1 know that all of you will learn how to do this and we'll practice until we're all good at it." Sometimes teachers' communication efforts are more subtle. They monitor the class for misbehavior, communicating that it is unacceptable because it interferes with learning, as Mary did when she said, "Quickly now. This is too important for you to be wasting time monkeying around." They provide practice that allows all students to prac­ tice new skills and receive feedback. Finally, they communicate positive expectations by holding all students accountable for learning. Teacher expectations are the inferences teachers make about students' future academic achievement, behavior, or attitudes (Good and Brophy, 2000), and they strongly influence teachers' behaviors-and ultimately student learning. Unfortunately, teachers tend to treat students they perceive as high achievers much better than those perceived as lower in abil­ ity. This differential treatment occurs in four areas: (1) emotional support, (2) teacher ef­ fort and demands, (3) questioning, and (4) feedback and evaluation. These differences are outlined in Table 4.2 (Eggen and Kauchak, 2001; Good and Brophy, 2000). Do students sense this differential treatment? One study concluded: "Mter 10 sec­ onds ofseeing and/or hearing a teacher, even very young students could detect whether the teacher talked about, or to, an excellent or a weak student, and could determine the extent to which that student was loved by the teacher" (Babad et al., 1991, p. 230). Think about the cumulative effects of different teacher expectations over the course of a school year! ----.........._---_..."'"---------------------­ ~ Lf.Z CHARACTERISTICS OF DIFFERENTIAL TEACHER EXPECTATIONS Characteristic Teacher Behaviors Favoring Perceived High Achievers Emotional support More interactions; interactions more positive; more smiles; more eye contact; stand closer; orient body more directly; seat students closer to teacher Teacher effort and demands Clearer and more thorough explanations; more enthusiastic instruction; more follow-up questions; require more complete and accurate student answers Questioning Call on more often; more time to answer; more encouragement; more prompting Feedback and evaluation More praise; less criticism; more complete and more lengthy feedback; more conceptual evaluations 134 • CHAPTER 4 www.ablongman.com/kauchak4e Teacher Attitudes, Learner Diversity, and Motivation As we saw in Chapter 2, our learners are becoming more and more diverse and some feel alienated from school and teachers. Teachers' attitudes toward the differences in learners are crucial in making all learners feel welcome and involved in all aspects of school. The implications for learning and motivation are clear. We need to demonstrate that we care about and value all learners in our classrooms, regardless of gender, culture, ethnicity, socioeconomic status, or ability. Further, we want to communicate appropri­ ately positive and high expectations for every student in our classroom. We saw some specific ways that teachers communicate caring earlier in the chapter. What else might we do? Research offers some suggestions. One program trained teach­ ers to treat students as equally as possible. They learned to call on all students equally, give equivalent feedback, and maintain positive verbal and nonverbal behavior. The re­ sults were dramatic. Researchers found that not only did the achievement level of the students go up, but the number of discipline referrals and absentees went down (Ker­ man, 1979)! Based on these research results, we make the following suggestions: • Make an effort to call on all students equally. This means calling on boys and girls, cultural minorities and nonminorities, high and low achievers, and learn­ ers from high and low socioeconomic backgrounds all as equally as possible. Calling on all learners communicates that you believe all students are capable learners and you expect them to participate and learn. • When students are unable to respond, rather than redirecting questions to oth­ ers, prompt them until an acceptable answer is given. This also communicates that you expect all learners to be able to answer. • When girls, cultural minorities, or low achievers give incorrect answers, pro­ vide as much information about why answers are incorrect as you would for boys, nonminorities, or high achievers. • Make eye contact with all the students, and orient your body directly toward all individuals as you talk to them. • Change seating arrangements of students in your classes so everyone is periodi­ cally near the front. Move around so you are physically near all the students as much as possible. • Use the "two-minute intervention" (Wlodkowski, 1987) with all students. This means taking a minute or two to discuss something personal with them, such as a question about the family, special interest, or recent accomplishment. As people, we all are pleased when someone pays individual attention to us, and school-aged learners are no exception. Effective Communication To this point we have discussed time and positive teacher attitudes. Just as they're im­ portant for promoting learning, regardless of grade level, content area, or specific teach­ ing method, effective teachers at all levels communicate clearly. Let's look at an example. e EFFECTIVE TEACHING: THE RESEARCH BASE. 135 This mathematics lesson will enab . . . will get you to understand number uh. number pat­ terns. Before we get to the main idea of the, main idea of the lesson, you need to review four concepts ... four prerequisite concepts (Smith and Land, 1981, p. 38). e r. While this example seems extreme, it is an actual quote from a teacher. False starts, halting speech, redundant words, and phrases that don't make sense all detract from learning. Now, let's compare that example with the following: The purpose of this lesson is to help you understand number patterns. Before we begin the number patterns themselves, however, there are four concepts we want to review. Theyare ... ~-. e Here the purpose of the lesson is stated clearly and precisely, increasing the likelihood that students will know what the lesson is about and where it's going. Teachers' language is one of the most widely researched variables in the area of teaching (Cazden, 1986; Dunkin and Biddle, 1974). As evidence has accumulated, a clear link between clarity oflanguage and student achievement has been found (Cruick­ shank, 1985; Snyder et al., 1991), and effective communication is also linked to positive student attitudes (Hines, Cruickshank, and Kennedy, 1985; Snyder et al., 1991). But what does clear communication mean? Researchers have identified five components: • Precise terminology • Connected discourse • Transition signals • Emphasis • Congruent verbal and nonverbal behavior Precise 1Crminology. Precise terminology means that teachers eliminate vague and ambigu­ ous words andphrases in their communications with their students. For example, researchers have found that vague terms such as might, a little more, some, usually, and probably detract from learning (Smith and Cotten, 1980). Also, teachers who use vague language are perceived by their students as disorganized, unprepared, and nervous (Smith and Land, 1981). Connected Discourse. Connected discourse, a second element of teacher clarity, means that the teachers' presentation is logically connected and leads to a point. By contrast, scrambled discourse includes loosely connected ideas that occur when a teacher rambles, interrupts the direction of the lesson by including irrelevant material or sequences the presentation inappropriately. Compare the two following examples: We've been studying the countries on the Arabian peninsula as part of our unit on the Middle East. As we know, these countries make most of their money on oil; they were the ones who were most responsible for the Arab embargo that pushed our gas prices up in the I970s. Venezuela and other oil producers were involved too. That contributed to our inflation rate. These countries also have a problem with water. Most of the people live on 136 • CHAPTER 4 www.ablongman.com/kauchak4e the coast or near water, although the holy city of Mecca is inland. Three major religions, Islam, Judaism, and Christianity, have their roots there. The people tend to overextend their water supply, and often there isn't enough water to extract and refine the oil. We've been studying the countries on the Arabian peninsula as part of our unit on the Middle East and have continually stressed the importance of oil in this area of the world. As we know, these countries make most of their money on oil, which they use to buy goods and services from the western economies. However, as precious as oil is, water looms as even a bigger problem. Most of the people live near water and overextend the available supplies, in some cases even extracting and refining the oil has been hampered by the lack of water. In the first example the point is uncertain; is the theme the water problem, religion, or the oil embargo? With the added information about Venezuela and the inflation rate, it isn't even clear whether or not the focus is on the Middle East. Though essentially free of vague terms, the presentation is still unclear. In the second example, the discourse is clear, logically connected, and leads to a point, with increased learning as a result (Smith and Cotten, 1980). Transition Signals. Teachers also contribute to the clarity of their presentations through clear transition signals (Hines et al., 1985). A transition signal communicates that oneidea is ending and another is beginning and explains the link between the two. Using our illustration with the countries of the Arabian peninsula, a teacher might say, "We've been discussing the problems these countries have with water. Now let's talk about the countries of North Africa and see if the situation is similar," or "We're going to stop talking about the countries on the Arabian peninsula for now, and turn to those in North Africa." In either case, the teacher clearly indicates that a shift in the topic is being made. This sig­ nal allows students to mentally structure the content as the lesson develops. Our chap­ ter headings serve the same purpose. Emphasis "When you're solving equations remember that whatever you do to one side of the equa­ tion, you must also do exactly the same thing to the other side." We said that one of the characteristics of the Jackson era was the rise of the common man." These two statements are examples of emphasis, which communicates that an idea or topic has special significance. It is a form of effective communication that helps students de­ termine the relative importance of the topics they're covering. Emphasis can be accomplished in four different ways, which are often combined. They are illustrated in Table 4.3. Research indicates that each form of emphasis increases achievement (Maddox and Hoole, 1975; Mayer, 1983). If there is something in the lesson that is essential for stu­ dents to learn, we ought to tell them it is important! Emphasis does that. Congruent Verbal and Nonverbal Behavior. "It's not what you say; it's how you say it." We've all heard this maxim, and it refers to nonverbal cornrnunication, which is the Ie l EFFECTIVE TEACHING: THE RESEARCH BASE. ~ «» 137 FORMS OF EMPHASIS IN THE CLASSROOM Type Example Verbal statements "Be sure to get this," "Now remember ..." Nonverbal behaviors Raised or louder voice Gestures or pointing to specific information Repetition "What did Heather say about our first example?" Written signals "As you'll see on the board, the three functions of the circulatory system ..." n, :e, ee ,a In rrg of ut In g­ p- e­ -d. u- part of our messages that we convey without spoken words. Nonverbal channels include the tone, pitch, and loudness of our voices, our gestures, body orientations, facial ex­ pressions and eye contact. It even includes our use of space, such as moving close to a student. Nonverbal communication is important because people assess the sincerity of our motives and attitudes through these channels. For example, modeling, enthusiasm, commitment to teaching, expectations for students, and caring are primarily communi­ cated nonverbally. Even young children are capable of reading and judging the nonver­ bal messages of teachers (Babad et al., 1991). It's impossible to communicate clearly if our verbal and nonverbal behaviors are in­ consistent. Leroy's conviction that Lorna "thinks this genetics stuff is sooo important," and Clarice's conclusion, "She really tries to help you get it," were based more on Lorna's nonverbal behavior than her words. There is little Lorna could have said to con­ vince her students that biology is important ifher nonverbal messages were inconsistent with her words. Nonverbal behavior is also important in classroom management. David Inez is helping Tyrone with a problem as the class is doing seatwork. Behind him, Steve and Tony are whispering loudly. "You boys stop talking and get started on your problems," David says glancing at the boys over his shoulder. The boys slow their whispering briefly, but don't actually stop, and soon they're at it as loudly as ever. "I thought I told you to stop talking," David repeats again over his shoulder. This time Tony and Steve barely slow down. David, his back to the boys, doesn't seem to notice. What message did David send? His words said stop, but his body language said that he didn't really mean it. He spoke over his shoulder, turned his back to them, and didn't follow through to be sure they actually stopped. David's verbal and nonverbal commu­ nication were inconsistent, so his words lacked credibility. This pattern is common for teachers who have classroom management problems. 138 • www.ablongman.com/kauchak4e CHAPTER 4 Effective Communication: Implications for Teachers The research on effective communication has two important implications for teachers. First, we must thoroughly understand our content, and when our understanding is in­ complete or uncertain we need to spend more time studying and preparing. Teachers who fully understand the content they teach use clearer language and their discourse is more • connected than those with weaker backgrounds (Carlsen, 1987; Cruickshank, 1985). This makes sense. Teachers with a deep understanding of their content are more likely to use precise language, present ideas logically, and emphasize appropriate points. They model enthusiasm and confidence, and their students feel more confident as a result. Second, we should try to monitor our own communication-literally listen to our­ selves talk as we teach-to try to be as clear and concise as possible. Seeing ourselves on videotape can be eye opening. Even veteran teachers are often surprised when they see and hear themselves on tape. Other processes, such as peer coaching, where a colleague observes a portion of a lesson and provides feedback, can be very helpful (Glickman, 1990). Whatever the method, the increase in clarity (and student learning) is worth the effort. Organization The term organizatioll) as with time, is one that we use in discussing both teaching and our everyday lives: "I've got to get organized," "My new year's resolution is to be bet­ ter organized this year," "He would be good at the job, but he is so disorganized." These are familiar-sounding statements, and we all struggle to be better organized. We write lists; we arrange elaborate filing systems that we don't use; we pick up the same piece of paper several times before we do anything with it. Each example underscores the fact that organization seems quite simple but in reality can be a major stumbling block to ef­ ficiency. This is particularly true in classrooms. Earlier in the chapter we saw that Steve Weiss, an eighth-grade science teacher, used more of his available time for instruction than his colleague, Dennis Orr. This was primarily the result of more effective organization. A comparison reveals three impor­ tant differences between the two, which are outlined in Table 4.4. In examining these differences, we see that each aspect of organization increases in­ structional time, which both increases learning and reduces classroom management ~ '9.'9 CHARACTERISTICS OF EFFECTIVE ORGANIZATION Aspect of Organization Example Starting on time Steve Weiss began class when the bell stopped ringing. Dennis Orr moved to the front of the room after several minutes. Materials prepared in advance Steve's demonstration was prepared in advance. Dennis finished preparing his demonstration while the students waited. Established routines Steve's students knew what to do when they came to class. Dennis had to tell his students how to get started. Ie EFFECTIVE TEACHING THE RESEARCH BASE. 139 problems (Emmer et al. 2000; Evertson et al., 2000). Organization is so important that we return to it in Chapter 6 in our discussion of classroom management. Having looked at the characteristics of effective teachers, let's see what research tells us about the ways effective teachers begin, develop, and end their lessons. "S. }­ 10 re us se EFFECTIVE LESSON BEGINNINGS An effective lesson introduction draws students into the lesson, focuses their attention el on the topic, and relates the new material to content they already understand. Let's see how this occurs. r­ m ee Review ile Review examines information that has been covered in earlier lessons, activates learners' back­ ground knowledge, and sets the stage for the new topic. Research examining the way students n. ne learn helps us understand the value of reviews. When we learn new information, we in­ terpret it based on what we already know (Eggen and Kauchak, 2001): "People are not recorders of information but builders of knowledge structures. To know something is not just to have received information but also to have interpreted and related it to other knowledge" (Resnick & Klopfer, 1989, p. 4). Review helps learners determine what they already know, which then provides an anchor for the new information to come. Let's look at an example: lid :t­ 5e ile of KL ~f- Ken Thomas has begun a unit on the Crusades and wants to examine their effects on the Western World. He begins his lesson by saying, "We've been discussing the Crusades, Let's think for a moment now about what we learned yesterday. First, identify some rea­ sons the Crusades occurred in the first place. David?" er, l35 K- Dorothy Williams's students have studied gerunds and participles and now she wants to move to infinitives. She begins her lesson by saying, "We talked about gerunds and partici­ ples yesterday. Give me an example of each. Jeff?" n­ In both cases, the teachers used the students' existing understanding as the frame­ work for the day's lesson. Students can then connect the new learning to the old­ Dorothy's students related infinitives to gerunds and participles, for example-which makes both more meaningful. nr - Focus Focus is theprocess teachers use to attract and maintain students' attention during a learning activ­ ity. For instance, rather than merely saying, "Today we're going to discuss the northern and southern colonies," Kathy Johnson introduced her lesson by referring to the chart and say­ ing, "Now, that brings up some questions.... How are these states different, and why, since all these states are part ofthe same country-our United States-why are they so dif­ ferent? ... That's what we're going to try and figure out today. If we work hard, I'll bet we can come up with some really important ideas .... Everybody ready? . . . let's go!' 140 • CHAPTER 4 www.ablongman.com/kauchak4e By introducing her lesson with her chart and questions to be answered during the lesson, Kathy provided an effective form of focus. Let's look at some additional examples. As an introduction to the topic of cities and where they are located, Jim Edwards, a fifth­ grade teacher, passed out a map of a fictitious island. On it were physical features such as lakes, rivers, mountains, and bays. The map also included the latitude, prevailing winds, ocean currents, and rainfall for the island. He began, "We have been sent to this island to settle it. Based on the information we have here, we need to decide what would be the best place to start our first settlement." Susan Wood began a unit on heat and atmospheric pressure with her science students by putting a cup of water in an empty duplicating fluid can, heating the can with a hot plate, and capping it. As the students watched, the can collapsed, almost "magically." Susan then commented, "Now keep what you saw in mind, and we'll be able to figure out why it happened as we study this unit." Jessie Andrews began his math lesson on percentages by displaying the following question on an overhead: "Who's the best hitter in baseball today?" After a number of opinions had been offered by students, Jessie continued, "Do you want to learn one way to find out? Let's look at percentages and see how they can tell us who is the best hitter." We see in each of the examples that the teachers provided students with something to see, which helped attract their attention. (While something to see is most powerful, something to hear, feel, smell, or even taste, can also be used effectively.) The need for something sensory to attract attention is based on cognitive learning theory (Eggen and Kauchak, 2001); all learning depends on the extent to which students pay attention to important information in the lesson. A variety of techniques can be used as forms of focus. For instance, a series of sen­ tences on the chalkboard or equations on an overhead projector would work in an Eng­ lish or algebra class. In addition, outlines, hierarchies, or objectives are also effective. When visual forms of sensory focus are used, writing the information on the board or displaying it on an overhead projector is more effective than the same information given to students on individual sheets. If students are looking down at their desks, the teacher can't tell if they're looking at the sheet or are looking down because they are not paying attention. When the focus is at the front of the room, the teacher can monitor students' attention through eye contact, which is one of the most effective ways to as­ sess student engagement. Using Focus to Increase Student Motivation. Researchers have found that curiosity can be a powerful source ofintrinsic motivation in learners (Lepper and Hodell, 1989). Some of the best forms offocus capitalize on the effects of curiosity to grab and hold students' at­ tention. Teachers can capitalize on the effects of curiosity in at least three different ways: • Presenting information or ideas that are discrepant from their present under­ standing or beliefs and that appear surprising or incongruous (Pintrich and Schunk, 1996) :4e he EFFECTIVE TEACHING THE RESEARCH BASE. 141 • Asking paradoxical questions • Presenting ideas in concrete form For example, a teacher might have students hold two pieces ofpaper parallel to each other and blow between them. Because ofBernoulli's principle (the principle that helps us understand how airplanes are able to fly), the papers come together instead of mov­ ing apart. This event is surprising and inconsistent with learners' expectations. In another case, a teacher might ask, "Why have most of the powerful civilizations throughout history eventually collapsed and ceased to remain powerful?" or as Kathy Johnson asked, "Why, since all these states are part of the same country-our United States-why are they so different?" She purposely worded her question in a paradoxical way in an attempt to increase her students' intrinsic motivation. As another example, imagine the attention-getting power of bringing someones pet snake, guinea pig, or hamster to class during a science lesson. Each would be much more effective than drawings or even colored pictures in arousing interest. Planning for increasing learner motivation doesn't have to be difficult or labor in­ tensive. Asking a student to bring a hamster to class is simple, for example, and Kathy's question required nothing more than some thought. Despite this simplicity, many prob­ lems with students' inattention and lack of motivation can be traced directly to lack of focus at the beginning of a lesson. Effective focus is not a panacea, of course, but it can make an important contribution to student motivation and, in turn, learning. lIlg iII, for nd to en­ ard Ion the lot tor a5­ be 'of at­ LYS: DEVELOPING THE LESSON To begin this section, go back to Kathy's lesson. Recall that she asked her students why the northern and southern states should have been so different, since they were all part of the United States. Let's see how she develops the lesson. "Now, before we start trying to answer our questions, Where are all these states com­ pared to where we live? ... Jo?" " ... They're over here," Jo answered, motioning to the right with her hand. "Yes, they're generally east of us," Kathy added, as she walked quickly and pointed to the map at the side of the room, identifying the general location of the states relative to their location with a wave of her hand. "As we look at our chart, keep the map in mind to remind yourselves about where we are and where these states are. "And about how long ago are we talking about, a few years or a long time? ... Greg?" she continued. "A long time. Like when our great-great grandfathers and grandmothers might have lived, I think," Greg responded hesitantly. "At least," Kathy smiled and nodded. "We're talking about time during the early and middle 1800s." "We also talked about some important ideas, like 'economy,' " Kathy continued. "What do we mean by economy? ... Carol?" " ... It's ... the way they make money, like when we said that the economy here is based on manufacturing, like making cars and stuff and stuff for cars," Carol responded haltingly. 142 • CHAPTER 4 www.ablongman.com/kauchak4e "Good idea, Carol." Kathy waved. "You identified auto manufacturing as an important part of our economy, and that's a good example." "Now, look here," Kathy directed, pointing to the column marked 'Economy.' I want you to work with your partner and I want you to write down at least three things that are different about the economy in the North compared to the economy in the South .... You have 4 minutes. Ready? ... Go ahead." The students, seated next to their partners, turned to each other and began working. The classroom quickly became a buzz of voices and questions, such as, "How many differ­ ences?" "Three differences?" "Is likefishing in the North different from the South? There's no fishing there," "Bigfarms and small farms is a difference, isn't it?" and many others. Kathy patiently answered their questions among comments of encouragement and ad­ monitions to work quickly, since they didn't have much time. At the end of the 4 minutes, Kathy said, 'All right everyone, look up here .... Let's see what we have .... Go ahead. Does some group want to respond? ... Go ahead, Ann Marie." " ... The farms were big in the South but they were little in the North." "Okay, good observation," Kathy nodded energetically. "Now why might that have been the case? Jim?" " ... Would you like me to repeat the question?" Kathy asked, knowing that Jim had not heard her. "Yes," Jim responded quickly, with a look of relief. "Why might the farms have been so much bigger in the South than in the North?" " ... They ... had good soil in the South, but poor soil in the North," Jim said slowly, peering intently at the chart. "Good, Jim," Kathy smiled. "Any other possible reason, anyone?" " ... They had mountains in the North," Nataly volunteered after looking at the chart for several seconds... .You can't farm the mountains." "Excellent," Kathy nodded. "Let's look at another difference.... Go ahead, Stephanie." Kathy continued guiding the students' analysis of the information on the chart, in the process finding relationships between the geography, climate, and economy. When stu­ dents were unable to answer, she rephrased her questions and provided cues to help them along. She then had them consider why the economy of their city might be the way it is. Now, let's consider this portion of Kathy's lesson and analyze what made it effective. There are three important aspects oflesson development. • The way content is represented • The extent to which learners are involved • The kinds of practice and feedback learners are given Because these ideas are so essential and interrelated, we devote all of the next chapter to them. ENDING LESSONS EFFECTIVELY An effective lesson ending brings closure to the lesson, wrapping up loose threads and preparing students for future learning. To begin this section, let's return once more to Kathy's work with her students. EFFECTIVE TEACHING 4e THE RESEARCH BASE. 143 "You have done very well, everyone," Kathy smiled, pointing her finger in the air for em­ phasis. "Now, everyone, get with your partner again, take 2 minutes and write three sum­ mary statements about what we've learned here today .... Quickly now, get started." As earlier in the lesson, the classroom quickly became a buzz of voices as her students started peering and pointing at the chart, then began writing. ln some cases they stopped, crumpled their papers and began again. As they worked, Kathy walked among them offer­ ing encouragement and periodic suggestions. At the end of2 minutes Kathy announced, "One more minute, and we're going to look at what you've written. "Okay, let's see what you've got," she continued. "What did you and Linda conclude, David?" " ... We said that the weather and the land had a lot to do with the way the different states made their money." "Excellent! That's good. How about someone else? ... Danielle, how about you and Tony?" Kathy had several other pairs offer their summary statements, they further developed the statements as a whole group, and then Kathy collected the papers. At II :28 she announced, 'Almost lunchtime. Please put away your papers." The students quickly put their books, papers, and pencils away, glanced around their desks for any waste paper, and were sitting quietly at 11:30. Just as effective lessons begin by drawing students into the activity and providing a reference frame for new material, effective lessons end by tying the different parts of the lesson together and assessing students' understanding. Closure encourages students to summarize the major ideas in the lesson, 'and assessment tells both the teacher and stu­ dents what has been learned and what needs further work. Closure "We're near the end of the period, so we'll stop here and pick it up tomorrow." "That's all for now. Put your stuff away and get ready for lunch." .e. to J.d to We have reviewed previous material, have provided an attention-getting lesson be­ ginning, and have carefully developed the lesson with high levels of student involvement and appropriate feedback. The positive effects of these efforts are diminished, however, if we abruptly end the lesson, as we see in the two examples above. Closure is theprocess if summarizing a topic and preparingforfuture learning. Closure al­ lows students to leave the class with a sense of the day's content and what they were sup­ posed to have derived from it. It also provides a springboard for their further study at home. Closure is important because learners instinctively structure information into pat­ terns that make sense to them (Carnine, 1990). If they leave a learning experience with uncertainties, the ideas they intuitively form may be invalid, and because new learning builds on old, these misconceptions can detract from future learning. The notion of closure is common and intuitively sensible. Perhaps you have even used the term in a conversation, saying something like, "Let's try and get to 'closure' on this." 144 • CHAPTER 4 www.ablongman.com/kauchak4e Let's look at another classroom example. Mary Eng had developed the process for factoring the difference of two squares in her Al­ gebra I class. She noted, "It's near the end of the period, so let's go over what we've cov­ ered so far. First, give me an example that is the difference of two squares.... Katilya." In finishing a lesson on "main idea," Harry 500 said, "Class, I want you now to tell me in your own words what the main idea of a story is. Define it for me." Teresa Bon had finished a lesson relating the pitch of a sound to the length, thickness, and tension of the object producing the sound. She completed her lesson by saying, "Now let's write a statement that tells us in one sentence what we've found today." Asking students for additional examples of the ideas they've studied or forming a defmition or summary can all be used to tie the different pieces of the lesson together. Research indicates that each of these forms of closure increases learning (Tennyson and Cocciarella, 1986). We will discuss specific forms of closure in more detail in Chapters 7-11, where we present specific teaching strategies. Assessment "They seem to be able to solve percent increase problems, but I wonder if they really un­ derstand how these are different from percent decrease problems." "Most of them are getting some ideas down on paper, but they don't seem to elaborate very well. I wonder if I should work more on that, or if I should start having them work a little harder now on the mechanics of their grammar?" "The homework looked good on solving density problems, but how many of them just put the numbers in the formula without knowing what they were doing?" These are valid questions. Teachers are constantly asking themselves if their students really "get it." They're determining how fast they can cover the content, identifying problems and misconceptions, and deciding whether or not they should go on to the next topic. Assessment helps teachers answer these questions. Assessment is theprocess ofgathering information and making instructional decisions based on the information. Its purpose is to gauge learner progress and provide feedback for both the teacher and students. It can take several different forms, such as: • Seatwork and homework exercises • Observations of student performance • Answers to teachers' questions • Samples of student work • Quizzes and tests We examine the assessment process in detail in Chapter 12. This completes our examination of the general instructional model. The model is de­ signed to serve as a framework for the content of Chapters 5 through 11. Our hope is that the information presented here will serve as a foundation for your study of those chapters. Ie EFFECTIVE TEACHING THE RESEARCH BASE. 145 Classroom Climate: A Prerequisite to Learning. A positive climate invites students into your classroom, communicates that they are valued as individuals, and focuses on learning. Students need to know that they are accepted and that their teachers care for each of them individually. Positive classroom environments are safe and orderly; students cannot learn as much as possible when their classmates are disruptive. Classrooms with a positive climate focus on learning. While social development and extracurricular activities are important, they don't take precedent over learning. Teachers who focus on learning provide students with tasks that they find interesting, meaningful, and challenging. ;a ~r. )n ill ats ng he fed uh le­ rat -rs, Effective Teaching and the Concept of Time. A major thrust of the chapter is captured with the question: If we watch effective teachers regardless of grade level, content area, or topic, what would we expect to see? One answer to the question lies in their use of time-they allocate their time wisely, they limit the time spent on non­ instructional activities, and they design learning activities in which students are en­ gaged and successful. A General Instructional Model. The general instructional model includes teacher characteristics together with the features of effective lesson beginnings, well-designed lesson development, and clear lesson endings. Characteristics of Effective Teachers. Effective teachers display personal character­ istics that promote student learning. They care about their students, they are high in personal teaching efficacy, they have high expectations for learning, and they are posi­ tive and enthusiastic models. In addition, effective teachers communicate with clear language, logical presenta­ tions, appropriate emphasis, and consistent verbal and nonverbal behaviors. Effective teachers are also well organized. They begin learning activities promptly, have materials prepared in advance, and have well-established, time-saving routines. Effective Lesson Beginnings. Effective teachers begin their lessons with reviews of previous work; this activates students' background knowledge and helps them connect new topics to content they already know. They also plan for student motivation, hop­ ing to capture and maintain student attention. Developing the Lesson. As their lessons are developed, effective teachers represent content by using a variety of examples and applications while maintaining high levels of student involvement. They provide students with accurate feedback about their progress and provide practice to reinforce learning. Ending Lessons Effectively. Effective teachers end their lessons with a thorough re­ view to summarize the topics they've studied, and they have a well developed assessment system to provide information about learning progress. 146 • CHAPTER 4 Academic learning time Allocated time Assessment Caring Classroom climate Closure Connected discourse Emphasis Engaged time Focus www.ablongman.com/kauchak4e Instructional time Modeling Nonverbal communication Personal teaching efficacy Precise terminology Relatedness Review Teacher expectations Teacher effectiveness research Transition signal Dan Kaiser, a veteran with fifteen years of experience teaching social studies, is sitting over a cup of coffee in the teachers' lounge on a Thursday. He is moving into a unit on Ancient Greece and the Age of Pericles in his world history classes, and he is working on his planning. "You look deep in thought," Ann Stoddard, one of his colleagues, comments, seeing him hunched over his work. "You must be studying the sports page." "Yeah, right," he nods. "That would be a heck of a lot more fun than what r m actu­ ally doing .... Seriously, I'm starting ancient Greece on Monday, and the kids hate it. I want them to understand how Greece has impacted us in modern Western civilization, but they think it's about funny old people wearing sheets .... I know it's tough for them, but I think this stuff is important. ... They always have a hard time with it." We rejoin Dan on the following Monday. The bell rings at 9:35, signaling the begin­ ning of third period as the last of the students scurry through the door to beat the tardy bell. "Get to your seats quickly, now," Dan calls over his shoulder. "Andrew, you're just about late.... Settle down, and we'll get started." As the students talk while getting settled, Dan shuffles through the materials on his desk, looking for the transparency he prepared over the weekend. "All right, settle down," Dan says again to some of the students at the back of the room who are talking, as he adjusts the overhead. At 9 :42 he displays the transparency with an outline of the unit on it. "We're going to be studying ancient Greece during this week," he comments. "We'll look at some of the great thinkers and the great ideas of the age. We'll refer to the outline as we go along. Have paper and pencil ready, because you need to take careful notes on this information." Dan then begins by identifying and describing some of the main historical figures of the period, such as Socrates, Plato, and Aristotle. As he begins, most of the students are looking a\. h\ffi, bu\. eshe c.at\\'\t\\les, se\lera\ start \aak\r\~ autth.e w\r\daw or dawr\ at the\r desks. A. few are busily writing notes. "Did you know," Dan asks with a slight smile, moving over to sit on a stool at the front of the room, "that Socrates in some ways was sort of shiftless? He was often in trouble k4e EFFECTIVE TEACHING THE RESEARCH BASE. 147 with his wife because he wouldn't work; he wanted to spend his time talking to his stu­ dents about whatever." As he proceeds with his description of Socrates' problems at home, some of the stu­ dents who were looking away turn back to the front of the room. Dan continues, telling the class that the Greeks have had a major influence on today's language, thinking, culture and architecture. As he talks, he writes terms on the board, such as "Language influence," "Cultural influence," and "Influence on architecture." Some of the students continue taking notes; others seem somewhat listless. "Let's slow down for a second," Dan suggests, " ... and see what you know about Greece Where is it located? ... Juanita?" " Sort of over there," she says, pointing toward the map of Europe Dan has hang­ ing on the side of the room. "Over there, sort of by Italy." "Okay," Dan responds, stepping down from the stool and moving over to point to the map to confirm the location. "What is its capital? ... Calvin?" "Got me," Calvin shrugs. "Anyone?" "Athens," Jerome calls out from the side of the room. Dan continues for a few more minutes, asking questions such as, "What are some fa­ mous Greek plays?" "What is the geography of Greece like?" and "What is the name of a famous Greek landmark?" Some of the students eagerly try to respond, whereas others appear disinterested. The answers to most of the questions come from a relatively small group of students. Dan then continues presenting additional information about the geography of Greece, pointing out that Athens was a thriving commercial center, which allowed trade with other parts of the known world at the time and which helped it become a center of intellectual activity. Again, after a few minutes, he notices the inattention of several of the students and comments, "You know, I've given you an awful lot of information. Let's slow down again. Based on what I've told you thus far, what do you personally find most interesting about the ancient Greeks?" Several students offer comments, although they tend to be the same ones who had an­ swered the earlier questions. Two of them get into a slight argument over whether or not the Greeks had slaves. Dan waves his hand to stop the argument and tells them that the Greeks did indeed have slaves. Seeing that there are only 10 minutes left in the period, Dan says, "There are just 10 minutes left, so we'll stop here for today.... I have your papers here from last week. If you have any questions on the papers, see me." He then returns papers the students had written for an earlier unit. Each has a let­ ter grade on the front of it. The students quickly scan the papers and put them in their notebooks. He then tells the students to talk quietly among themselves until the bell rings. Questions for Analysis Let's analyze Dan's lesson now in the context of the information in the chapter. In com­ pleting your analysis, you may want to consider the following questions. In responding 148 • CHAPTER 4 www.ablongman.com/kauchak4e to the questions, be specific and take information directly from the case study to docu­ ment your conclusions. 1. In Chapter 3, we discussed the concept of instructional alignment. To what extent was Dan's instruction aligned? Defend your comments with information taken di­ rectly from the case study. 2. Analyze Dan's organization. Was it effective? What could he have done to make it more effective? Provide evidence to support your response. 3. Based on the discussion of instruction and motivation in the chapter, how effec­ tive were Dan's attempts to motivate the students? What could he have done to make the lesson more motivating? 4. How effective was Dan's lesson beginning? What could he have done to make the beginning more effective? 5. How effectively did Dan develop the content of his lesson? What could he have done to develop it more effectively? 6. How effective was Dan's lesson ending? What could he have done to improve the effectiveness of the lesson ending? 7. Now provide an overall assessment of Dan's lesson. If you believe the lesson could have been made more effective, offer specific suggestions for doing so. 1. Some authorities suggest lengthening the school day or school year, supporting their position by citing the relationship between allocated time and achievement. How would you respond to these people? What are some arguments for and against this approach to increasing learning? 2. In research studies, engagement is often inferred from the expressions and actions of students. What are some behaviors that suggest student engagement? Lack of engagement? What are some problems involved in inferring attention from behavior? 3. The ideal engagement rate is, of course, 100 percent. What is a realistic engage­ ment rate for students you work with? (Estimate a percentage.) How does this en­ gagement rate vary with the type of students? Time of day? Different times within the same class period? What can be done to increase engagement rates? What fac­ tors outside the teacher's control will affect student engagement rates? 4. This chapter focused on enthusiasm from a teacher perspective. What are some indicators of students enthusiasm? lack of enthusiasm? Are these low- or high­ inference behaviors? 5. Are positive teacher attitudes more important at some grade levels than others? Why? In some curriculum areas and/or content areas? Why? 6. Review the fmdings on teacher expectations with respect to teacher effort and questioning behaviors. What might be some explanations for the reason teachers treat high achievers and low achievers differently in terms of these two categories of behaviors? 7. The model of teaching described in this chapter is teacher centered. For what kinds of goals is a teacher-centered most desirable? Least desirable? ak4e EFFECTIVE TEACHING: THE RESEARCH BASE. 149 .cu- It di­ :e it the the uld - I1t. .ons of en­ thin :ac­ 1. Allocated Time. Contact several teachers teaching at the same grade level or in the same content areas. If they are elementary teachers, ask them how much time they devote to different subject matter areas, and if they are middle or secondary teach­ ers, to topics within their content area. Ask them why they have decided on these allocations. Bring the information back to class. Compare the rationales these teachers offer to those uncovered by researchers (e.g., how much they like the area or topic, how much preparation it requires, and how difficult they perceive it to be for their students). Finally, describe what you personally believe to be an optimal time allocation plan for the grade or subject, and justify your answer. 2. Instructional Time. Observe (or tape) a complete lesson and note the amount of time spent in each of the categories below. LESSON SEGMENT AMOUNT OF TIME SPENT a. Introduction to lesson b. Development (main part of lesson) c. Summary d. Seatwork or practice e. Total Analyze the use of instructional time in the lesson. In your analysis, discuss the following factors: • Context (type of school, grade level, characteristics of the students) • Pace (Did the lesson move too fast or too slow?) • Student reactions to the lesson 3. Student Engagement. In this exercise, you will be measuring student engagement through a time-sampling technique. Select four students to observe, two high­ achieving and two low-achieving (ask the teacher for help in selecting the stu­ dents), and seat yourself so that you can observe their faces during the lesson. Focus on each student at IS-second intervals and decide whether the student was attending to the lesson. A Y indicates yes, an N indicates no, and a question mark indicates that you cannot tell. At the end of the 20-minute observation period, compute averages for each student and the group as a whole. STUDENT A STUDENTB STUDENTC STUDENTD Minute 1 Minute 2 Minute 3 Minute 20 rs res a. Were the engagement rates similar for each student? If they varied, suggest a reason why. b. Did the engagement rates vary during the course of the presentation? If so, why? c. Were there any specific teacher behaviors that appeared to produce high or low engagement rates? Explain. 150 • CHAPTER 4 www.ablongman.com/kauchak4e d. Were the engagement rates for the high- and low-achieving students different? e. Observe the same students for three days and see if any patterns emerge. f. Observe several classes (or subjects) taught by the same teacher and see if en­ gagement rates are similar. g. Select students who are physically close to where the teacher spends most of his or her time during lessons and compare engagement rates with those of students farther away. h. Does the type of activity influence student engagement rates? Find out when the teacher is going to be using two different types oflessons and observe stu­ dents during each. i. Compare your responses with your classmates. How can you use engagement rates to improve your effectiveness as a teacher? 4. Success Rates. Observe (or tape) a lesson during an interactive teaching session and count the number of questions asked, the number answered correctly, the number answered correctly with prompting, and the number answered incorrectly or not at all. Comment on the success rate in terms of what you have learned in this chapter. 5. verbal and Nonverbal Behavior. This exercise investigates the relative amounts of in­ formation gained from verbal and nonverbal channels. Have a class first observe a videotape of a teacher teaching a lesson with the sound off; then turn the volume on and watch the tape again. As you listen to and watch the videotape, list the nonverbal behaviors that give you clues about the following characteristics: a. Teacher warmth and empathy b. Enthusiasm c. Modeling d. Expectations Were there any instances when the two separate channels produced incongruent messages? How can you use nonverbal communication to improve your effective­ ness as a teacher? 6. Enthusiasm. Identity an "enthusiastic" college teacher by asking your fellow stu­ dents. Obtain permission to sit in on a class, situating yourself so that you can also observe students. Analyze the teacher's behavior using Collins's (1978) operational definitions listed here. You will find that you are often inferring some dimension rather than directly observing precise behaviors. This reaction is characteristic of a concept like enthusiasm, which is a high-inference measure. Varied vocal delivery _ Animated eyes, eyebrows, eye contact _ Head, arms, body gestures _ Body movement, position change _ Demonstrative facial expressions 4e EFFECTIVE TEACHING THE RESEARCH BASE. 151 Descriptive word selection _ Acceptance of ideas _ Based on these findings, to what extent should enthusiasm be a concern for you as a teacher? 7. Effective Communication. Make a videotape of yourself teaching a lesson. Then watch the tape and note when vague, ambiguous terms; mazes; and other distract­ ing speech mannerisms occur. Is there any pattern to their occurrence? Do more of them occur at the beginning or end of a lesson? Do transitions or interruptions affect these speech mannerisms? If possible, teach another lesson to the same group and try to eliminate these distractors. What did you learn about yourself from analyzing yourself on tape? 1­ a 1e 8. Student Involvement. This exercise examines patterns of interaction in a classroom. Observe a class during an interactive teaching session after sketching a seating chart with boxes large enough to allow you to put numbers in them. Code the teacher's first interaction with a student with a 1 in that student's square. The sec­ ond student called on gets a 2, the third a 3, and so on. You now have a running tally of who got called on and in what order. Is there any pattern to the interactions? Do all students participate? Does location make a difference? Is there any pattern to the sequence of interactions? Discuss your analysis in terms of the teacher expectations research. 9. Feedback. Observe a class or make an audiotape of a lesson you have taught. Using the following instrument, note the kind of feedback that follows students' re­ sponses to questions for a 10-minute segment of interactive teaching. Then an­ swer the questions that follow. It te­ Iso nal m rf a QUESTION STUDENT ANSWER TEACHER RESPONSE 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. a. What is the most common form of teacher response to a student answer? b. Does the teacher verbally acknowledge every response? If not, what effect does this appear to have on students? c. How does the teacher deal with either an incomplete or partial response? How could the use of feedback be modified to improve student learning? CHAPTER OUTLINE I. Student involvement: A key to learning and motivation II. Student involvement: The need for clear goals III. Student involvement: The role of content representations A. Effective content representations: Utilizing technology B. Effective content representations: Accommodating learner diversity IV Increasing student involvement: Teacher questioning A. Functions of teacher questions B. Questioning: The influence on student thinking V Elements of effective questioning A. Questioning frequency B. Equitable distribution C. Prompting D. Effective questioning: Increasing student motivation E. Repetition for emphasis f Wait time G. Effective questioning: Involving diverse students nt C. Selecting students D. Callouts VI. Classroom questions: Additional issues A. High-level versus low-level questions B. Bloom's taxonomy: A sequential questioning strategy E. Choral responses • tJ n Chapter 4 we summarized the research describing effective teaching in a general I model that applies to nearly any teaching situation. In looking back at the model, we see that student involvement is an essential part of the lesson development phase. Research thoroughly documents the relationship between student involvement and learning (Eggen and Kauchak, 2001; Lambert and McCombs, 1998), and your own ex­ periences will corroborate its importance as well. In which do you learn more, classes in which you're asked questions and are actively involved in learning activities, or those in which the teacher gives long lectures as students sit passively? In the latter, many learners-including college students-become inattentive in a matter of minutes. Because student involvement is so essential for learning, we are devoting this entire chapter to the topic. When you've completed your study, you should be able to meet the following goals: • • • • • Explain why clear goals are essential for student involvement. Create representations of content that promote interest and understanding. Identify the elements of effective teacher questioning. Explain how teacher questioning can be used to increase learner motivation. Explain how teacher questioning can be used to accommodate learners with diverse backgrounds. Jose Alvarez is a fourth-grade teacher with a class of 30 students ranging widely in ability. The class is labeled average and is composed primarily of lower- to lower-middle-class students. Keith, Tyrone, Latisha, Jason, and Ginny are the five lowest achievers in his group. Jose typically teaches science for 30 minutes each day. In this lesson, he wanted his students to understand that heat makes substances expand by increasing the movement of molecules and making the molecules move apart. The students had studied molecules in earlier lessons, so they had a basic understanding of their characteristics. He began his activity by displaying two soft drink bottles with balloons covering them, and a coffee pot two-thirds full of hot water, as shown in Figure 5.1. "Now look at these bottles," he began as he held them up. "What can you tell us about them? ... Keith?" "You drink out of them." "Fine, Keith.... Beverly?" "They're sort of green." "Yes, they are," Jose smiled. "What else? ... Lavonia?" " ... They look like they're the same size." "Yes, indeed. They certainly do. Very good, Lavonia." "What's in the bottles? ... Nikki?" he went on. 154 • CHAPTER 5 www.ablongman.com/kauchak4e -----------,------------------­ W' ?~ 5./ Bottles with Balloons on Top "They're empty." "Wave your hand in front of your face, Nikki," Jose prompted. "What do you feel?" " ... I ... feel the air on my face." "Yes!" he exclaimed. "So what do you think might be in the bottles?" " ... AJ.r?" "Yes indeed. Good conclusion, Nikki. What was one of the characteristics of air that we've discussed? ... Christy?" "It's all around us," Jason interjected. "That's right. AJ.r is all around us. Well done, Jason." "Now look at the balloons on these bottles," Jose went on, holding the bottles up again. "How would you compare the balloons? ... Leroy?" "One is red and the other is yellow." "Yes. Good, Leroy. What else? ... Rachel?" "They look like they're made out of rubber." "Yes, they are rubber balloons. How would you compare their sizes? ... Michael?" "They look like they're the same size." "Good, Michael. They are the same size. "Now look at the balloons and bottles, everyone," he continued. "What did Lavonia say about the bottles themselves? ... Cliff?" "We drink out of them." "Yes, we do," Jose smiled. "How do the sizes compare? ... Alfredo?" "They're the same." "Good, Alfredo. We said they were the same size. And how about the balloons? ... Linda?" "They were the same size, too?" "And what is in the bottles? ... Steve?" 'Air." "So, now what do we know about the amount of air in each system? Kathy?" e I INCREASING LEARNING THROUGH STUDENT INVOLVEMENT. "How did the two bottles compare?" "They're the same size." "So, what does that suggest about the amount of air in each. "It's the same." "And how do we know, "Tyrone?" "What did we say about the sizes of the balloons and bottles? ... Tyrone?" " ... They ... were ... equal." "Good," Jose nodded. "So how do we know the amount of air in each is the same?" " ... The bottles and balloons ... are the same size." "Yes, "Tyrone. Good thinking." "Now watch what I do." Jose said, scanning the room and placing one of the bottles in the coffee pot. Then he asked, "And what did we say about the amount of air in each of the systems, everyone?" "IT IS THE SAME," everyone shouted in unison. ';Just watch now," he said with anticipation. As the students watched, the balloon began to slowly rise above the bottle placed in the hot water, as shown in Figure 5.2. The students began to giggle as they watched. As the balloon popped up, the stu­ dents were laughing openly, and Jose laughed with them. "Now," he said, taking advantage of their interest, "work with your partner, and make as many comparisons as you can of the two bottles. As always, write them down. Work quickly now. You have 3 minutes." r~ 5.2 Bottles with Expanded Balloon 155 156 • CHAPTER 5 www.ablongman.com/kauchak4e The students, all of whom were sitting next to their partners, turned to each other and immediately went to work. In seconds, a hum of activity could be heard throughout the room as the students began talking, pointing at the two bottles and balloons, and writing statements on their papers. Jose walked among them as they worked, periodically stopping to make brief comments to individual pairs. "Okay, everyone, all eyes up here," Jose directed at the end of the 3 minutes. He paused a few seconds as the groups stopped their writing and turned their attention to him. "Good, everyone," he smiled. "Let's see what you came up with. Give us one of your comparisons. Judy?" "The bottles are the same size." "Yes, the size of the bottles hasn't changed," Jose responded, smiling. 'And what else? . . . Jim and Latisha?" "The red balloon is sticking up," Latisha answered for the pair. "And what else? . " Stacy and Albert?" "We think that the amount of the air has increased in the first bottle," Stacy answered. "Interesting thought," Jose smiled. "Now, when you mean amount of air, do you mean volume or do you mean mass? ... Think about it for a moment, everyone.... Okay, what do you think?" "We think volume." Now, how do the "Great! Super thinking," Jose enthused. "Outstanding work. Robin?" masses compare? What did you and Leroy come up with there? " ... We think the masses are still the same." "Excellent thinking again," Jose smiled and shook his head. "Boy, you people are sharp today." "Now, let's look at some other things," he continued. ':.Jim and Latisha said the red balloon was sticking up. Why do you suppose it is sticking up? Mike?" "It was heated." Mike responded quickly. "How do we know it was heated? . .. Ginny?" " ... I, er, I didn't hear the question," she answered sheepishly. "What did I do with this bottle, Ginny?" he asked, holding up the bottle with the red balloon. "You put it in the coffee pot." "Yes I did, Ginny. Good. And how do we know the coffee pot was hot? ... Rosemary?" "I saw steam coming off from it." "Very good observation, Rosemary," he smiled. "So what can we say happened to the balloon? ... Jill?" "It stuck up." "What else might we say?" he continued, forming semicircles with his hands and spreading them apart. Hesitantly, Jill responded, "It got bigger." "Yes, excellent, Jill. Now, everyone, I'm going to give you another word for gets big­ ger. It's called expand. Everyone say expand." "EXPAND!" they all shouted in unison. "So what happens when we heat something? . .. Deandra?" "It expands," Deandra responded instantly. "And what expanded in this case? . .. Toni?" Ie INCREASING LEARNING THROUGH STUDENT INVOLVEMENT. "The balloon." "And what else?" "What is in the bottles and balloons?" "Air," Toni blurted out. "Good. So what is expanding in addition to the balloon?" "The aid" Toni proclaimed. "Yes! The air is expanding. And what did we say made that happen? ... Keith?" "We heated the bottle?" "So now let's make a statement about heat and expansion. Give it a try.... Gary?" "What does heat do to things?" " ... It makes them expand," Gary answered finally. "Good! Now let's write that down." With that, Jose wrote the statement on the board as he had the class repeat it. Jose then brought out two drawings (see Figure 5.3). He established with the students that the arrows in the drawings were there to help visualize the direction of movement of the air molecules, and the marks that looked like parentheses around the dots were there to help visualize the motion of the molecules (two sets of parentheses suggesting that the mol, ecules were moving faster than one set of parentheses). He also led students to conclude that the drawing on the left represented the bottle that had been put into the hot water. Bottle 1 (Heated) Bottle 2 (Not Heated) r~ 5.15 Drawings with Molecules 157 158 • CHAPTER 5 www.ablongman.com/kauchak4e Jose continued, "Now work again with your partner. As you did with the actual bot­ tles, again make as many comparisons as you can about the two drawings, and write them down. You have 2 minutes. Go ahead right now." Again, the students quickly began talking, pointing at the drawings, and writing on their papers. At the end of the 2 minutes, Jose announced, "Okay, stop. Everyone, eyes on me." The students quickly stopped working and turned their attention to the front of the room. Jose began, "Good, now give us a comparison.... Roy and Barbara?" "The molecules in number one are moving faster than the ones in number two." "Good! And what did we do to the air in number one? ... Della and Jim?" "We heated it!" Della nearly shouted. .. "Excellent, Della. So now let's make a statement describing heat and the speed of mol­ ecules. Go ahead, Jason." "Do you want me to say that again?" Jose asked. "Yes," Jason replied, looking relieved. "Let's try and make a statement relating heat and the speed of molecules," he repeated. "Look at these drawings, Jason. What did we say about the molecules in each?" "They were moving," Jason responded. "Yes, they were," Jose smiled patiently. "And which ones were moving faster?" "Those," Jason responded, pointing to bottle I. "Good, Jason," Jose smiled reassuringly. "And what did we do to the molecules in this one? ... Vicki?" "Is this the one we put in the hot water, or is it the one that we left out?" "Put in the hot water." "Yes. So what did heating the molecules do?" "Made them move faster." "Fine, Vicki. Yes! Heat makes molecules move faster," Jose said, and he wrote, "Heat makes molecules move faster" immediately below his statement "Heat makes materials expand." "What else did you notice about the molecules in number one and number two? ... Steve and Kim?" "We thought the molecules in number one were farther apart than those in number two." "Yes! Good, both of you. And why do you suppose they're farther apart?" "What did we do to these molecules?" "We heated them," Kim said hesitantly, after conferring briefly with Steve. "Good. So what does heating molecules do to them? Kelly?" " ... It makes them move farther apart." "Yes! Now here's a tough one. What did we say expand meant? Ginny?" " ... Gets bigger!" Ginny responded after thinking a few seconds. "So what actually happens when something expands? Leroy?" "What happens to the molecules in the material?" INCREASING LEARNING THROUGH STUDENT INVOLVEMENT. 159 " ... They move." "Do they move apart or do they move together?" "Apart." "So what does expand mean, Leroy?" Jose encouraged. "The molecules move apart," Leroy smiled as the realization struck him. "Yes! Exactly! That's excellent thinking, everyone. Now let's review what we've found out today." He erased the first two statements on the board. He then proceeded to help students make these statements: "Heat makes materials expand." "Expand means the molecules move apart." "Heat makes molecules move faster." Looking at the clock, Jose saw it was 11:25, so he asked the class to tell him where in the room the air molecules would be moving the fastest. They concluded that over by the window would be the fastest, reasoning that it was the hottest over there. They further decided that the molecules would be farther apart at the ceiling than they would be at the floor. Jose praised them for their thinking and then finished the lesson. STUDENT INVOLVEMENT: A KEY TO LEARNING AND MOTIVATION We know from our own experiences that we are more motivated and we learn more in classes where the instructor involves us in the learning process, and research into the ways students learn supports this contention. Students learn more and retain informa­ tion longer when they are put in active roles than they do when passively receiving in­ formation from others (Eggen and Kauchak, 2001). You're studying this book because you're involved in a teacher-preparation pro­ gram. Your purpose in going through the program is to learn how to teach effectively, and your purpose in studying this chapter is to learn how to increase your students' in­ volvement in the lessons you teach. Research examining the processes you go through in learning to teach focus on two factors: teacher knowledge and teacher thinking (Barko and Putnam, 1996). Let's look now at the ways expert teachers think as they design lessons intended to involve their students as much as possible. In doing so, we focus on three aspects of instruction: • The need for clear goals • The role. of high-quality representations of content • The importance of teacher questioning These aspects of instruction are strongly interrelated, and we examine them in the sec­ tions that follow. STUDENT INVOLVEMENT: THE NEED FOR CLEAR GOALS The focus of this chapter is on the need for student involvement. However, this idea isn't as simple as it appears on the surface. To illustrate this point, let's look back at Jose's les­ son. His students weren't involved merely for the sake of involvement. Instead, their in­ volvement was directed toward a specific goal. After the topic has been selected and students' needs are considered, this is where the thinking of expert teachers begins. ·1 160 • CHAPTER 5 www.ablongman.com/kauchak4e Jose's goal was clear and precise; he wanted his students to understand that heat makes substances expand by increasing the movement of molecules and making the molecules move apart. The clarity and specificity of his goal guided his thinking both as he made decisions about how to illustrate the topic and as he conducted the lesson. As we saw in Chapter 3, effective teaching begins with clear goals. This is particu­ larly true as we work in a standards-based teaching environment. Clear and precise goals are essential for three reasons. First, if teachers aren't sure what they wamIearners to un­ derstand or be able to do, how can they guide their students' developing understanding, and how will they be able to determine what students have accomplished? Second, clear goals help teachers frame decisions about ways to represent content for learners; the examples teachers use help students understand the abstract ideas they are trying to learn. Jose Alvarez did this with the Coke bottles and balloons he used. Third, clear goals provide the framework for the interaction that is so essential if stu­ dents are to learn as much as possible (Eggen, 2001). So we see that involvement is not an end; it is a means to an end. Involvement in­ creases the likelihood that students will reach the goals that have been established by the thinking of expert teachers. STUDENT INVOLVEMENT: THE ROLE OF CONTENT REPRESENTATIONS To begin this section, let's think again about both Jose's lesson and Kathy Johnson's les­ son in Chapter 4. The students were very involved in both cases, but this involvement didn't just happen. It occurred in large part because the teachers represented their topics tffec­ tively. Jose had his bottles, balloons, and hot water; Kathy had her chart that compared the northern and southern states. In both cases, the teachers were able to involve stu­ dents because the information students needed to understand the topics was displayed for them. They didn't have to recall important information; they could see it. The emphasis on "seeing" important information captures the essence of effective representations. The ideal that we strive for is: The information students need to understand the topic exists in the representations. For instance, Jose first wanted his students to under­ stand that heat makes substances expand. His students were able to see this relationship by observing the balloon expand when the bottle was put in the hot water. They didn't have to know or remember this relationship; they could seeit. Then Jose used his drawings of the bottles, balloons, and molecules to help the students visualize the movement ofthe molecules in the two bottles. An effective content representation provides students with something to think about and gives the teacher a focal point for dialoguing with students. Effective representations exist in a variety of forms. Some of them include: • • • • • Examples-the "real thing" Demonstrations Charts and matrixes Models Vignettes and case studies The type of representation depends on the teacher's goal, which illustrates again why goals are so essential. Teachers can't decide what representation to find or create if they haven't thought about what they want the students to understand. .4e eat he as u­ INCREASING LEARNING THROUGH STUDENT INVOLVEMENT. 7Jte-5./ Type of Representation Goal Example Example To understand the characteristics of the concept arthropod A real lobster Demonstration To understand that heat makes materials expand Jose's demonstration with the expanding balloon in the hot water Charts and matrixes To understand the differences between the northern and southern states Kathy Johnson's chart showing the differences between the states Model To understand that heat increases the movement of molecules Jose's drawings of the bottles, balloons, and molecules Vignette To understand the characteristics of the social studies concept mercantilism Vignettes illustrating mercantilism als n­ 19, :nt ey :d. un­ he es­ :nt ec­ ed u­ ed ve nd -r­ Some sample goals and illustrations of each representation are outlined in Table 5.1. Let's look at the information in Table 5.1 a bit more closely. For instance, pictures can be effective representations when getting the "real thing" is difficult or impossible. Many young children are very interested in dinosaurs, for example, but using real di­ nosaurs is obviously impossible, so pictures are a reasonable compromise. Models are representations that allow us to visualize what we can't observe directly, and they're particularly useful in science, where topics such as the structure of the atom and combinations of atoms into molecules are being studied. Jose's drawings were models because they helped the students visualize the idea that the molecules in the heated bot­ tle were moving faster than the molecules in the bottle not heated. Vignettes can be effective representations for topics difficult to illustrate in other ways. For instance, consider the following vignettes that illustrate the concept mercantilism. lip n't 19s he th In the mid 1600s the American colonists were encouraged to grow tobacco, since it wasn't grown in England. The colonists wanted to sell tobacco to France and other countries but were told not to. ln return, the colonists were allowed to import textiles from England but were forbidden from making their own. All the materials were carried on British ships. ts. Early French colonists in the New World were avid fur trappers and traders. They got in trouble with the French monarchy, however, when they attempted to make fur garments and sell them to Spain, England, and others. They were told that the produced garments would be sent to them from Paris instead. The monarchy also told them that traps and weapons would be made in France and sent to them as well. Jean Forjea complied with the monarchy's wishes but was fined when he hired a Dutch ship to carry some of the furs back to Nice. in if 161 India was a 'Jewel in the Crown" of the nineteenth-century British empire. The Indians produced large quantities of materials such as raw linens, foodstuffs, and salt. As the Indians 162 • CHAPTER 5 www.ablongman.comlkauchak4e became more nationalistic, however, trouble began. England wanted to produce the cloth, ing from the raw materials in the home islands, and when the Indians tried to establish stronger ties with other countries to increase the scope of possibilities for their trade, this ef­ fort was quickly squelched. The British argued that their homeland was more than capable of providing for India's needs, and further, they had a large and efficient fleet. This policy eventually led to Indian protest and ultimately to independence. (Eggen and Kauchak, 2001, p. 24). In comparing these examples, we see that in each case a relationship between a mother country and a colony existed, and the colony was required to produce raw mate­ rials, ship the raw materials to the mother country on the mother country's ships, and buy manufactured goods back from the mother country. These are the characteristics of the concept mercantilism. Like a lobster for the concept arthropod and Jose's demonstration for the relationships between heat, expansion, and the movement of molecules, the represen­ tations provided students with information that the teacher could use to help students construct new knowledge. This is essential for involving students and increasing learning. The importance of effective content representations is impossible to overstate, and once clear goals have been established, much of the thinking of expert teachers focuses on ways to represent topics in ways that are understandable for students. This leads us to the use of technology, one vehicle for representing content. Effective Content Representations: Utilizing Technology Some of the topics we teach are difficult to represent, and the fact that they're hard to represent is what makes them hard to learn. For instance, it's easy to demonstrate that all objects fall at the same rate regardless of weight---simply drop two objects, such as a pen­ cil and a book, to demonstrate that they hit the floor at the same time. It's much more difficult to illustrate the acceleration of an object as it falls, however. In these cases, tech­ nology can be a powerful tool. For example, Figure 5.4 illustrates the position of a falling object at uniform intervals oftime. We see that the distance between the images is greater and greater, which illustrates the fact that the object is falling faster and faster. This visual representation makes the concept of acceleration much more meaningful than it would be, and without technology it's virtually impossible to represent in a meaningful way. A similar program, called Ballistics, allows physics students to see how initial veloc­ ity, angle of projection, and drag medium (such as air) influence the flight of a projec­ tile (Forcier, 1996). Because the program is interactive, students can manipulate the different variables and observe their effect on a projectile's path illustrated on a computer monitor. The computer program is able to bring the complexities of the real world into the classroom and make them accessible to students. Computers, videodiscs, CD-ROMs, videotapes, and films are all forms of technol­ ogy that can be used to represent otherwise hard-to-illustrate ideas. As another exam­ ple, a film illustrates the concept of dominance by showing the behavior of chickens as a "pecking order" is established. Simulations provide another opportunity for students to see abstract ideas interact in realistic settings. For example, Science 2000, a multimedia science curriculum with a hypertext database tied into videodiscs, allows students to experiment with different variables in the environment. In one unit students focus on ecology by studying an INCREASING LEARNING THROUGH STUDENT INVOLVEMENT. 163 a y e rr ts ,. T d :s o r~ 5. <'f Representation of a Falling Object o II l­ ·e 1­ .e -r o ­- LS ~~ ecosystem impacted by a community. As members of the community, students play dif­ ferent roles, such as farmer, developer, and naturalist and use information from a data­ base to study how their actions influence the ecology of a lake. You have also probably encountered videos of real classrooms in your teacher edu­ cation program. These videos represent attempts by your instructors to bring the real world of teaching into your college classroom. They allow you to see how abstract con­ cepts related to teaching and learning relate to the real world of classrooms. Effective Content Representations: Accommodating Learner Diversity A great deal has been written about the diversity in today's students. However, while this is certainly true, students have always come to classrooms with vast differences in their background knowledge--what they already know. Teachers can best accommo­ date these differences in the way they represent their topics. For instance, if a teacher brings a real lobster to class, it doesn't matter if a student is Mrican American, Asian American, Hispanic, bright, slow, a boy or a girl, or a student with a special learning need. They can all feel the lobster's cold, hard shell, sec the different body parts, and no­ tice the jointed legs. When these are combined with other examples such as a crayfish, beetle, and grasshopper, students can form an accurate concept of arthropod despite dif­ ferences in background knowledge. Unquestionably, teachers must be sensitive to differences in students' attitudes, val­ ues, and motivations, many of which are culturally dependent. However, in terms of the way students learn, effectively representing the topics they teach is a powerful way to ac­ commodate student diversity. 164 • CHAPTER 5 www.ablongman.com/kauchak4e INCREASING STUDENT INVOLVEMENT: TEACHER QUESTIONING Teacher questioning is the single most effective and most generally applicable strategy teachers have for promoting student involvement. Regardless of grade level, content area, or topic, being able to guide your students with questions is the most important teaching skill that you can possess. Research supports this assertion (Wang, Haertel, and Walberg, 1993). Effective teachers ask more questions than their less effective colleagues (Hamilton and Brady, 1991; Henderson, Winitzky, and Kauchak, 1996), and large numbers of questions are in­ dicators of effective organization and clear goals (Shuell, 1996; Good and Brophy, 2000). Because questioning is so essential for involving students, we are devoting the rest of the chapter to this topic. Functions of Teacher Questions The effectiveness of questioning can also be explained by the functions they perform. These functions include: • Assessing current understanding • Increasing student motivation • Guiding new learning Let's look at them. Assessing Current Understanding. Research examining the ways individuals learn sug­ gests that students' existing knowledge is a powerful factor in how (and whether) new information will be learned. Also, student misconceptions and prior beliefs often inter­ fere with understanding new content (Guzetti and Hynd, 1998). Questioning allows teachers to informally assess students' current grasp of the topics they're studying, be­ cause students' answers to the questions reveal their conceptions. This is an intuitively sensible idea. Even in informal conversations, we assess other people's understanding of a discussion topic by the way they respond to questions and statements. In classrooms, questions can provide teachers with continual feedback about the learning progress of their students. Increasing Student Motivation. Effective questioning can also increase student curiosity and interest-two important aspects of motivational activities (Pintrich and Schunk, 1996). Effective questions engage students, challenge their thinking, and pose problems for them to consider. For example, Kathy Johnson (in Chapter 4) didn't introduce her lesson with a statement like "Today we're going to discuss the northern and southern colonies." Instead, she used the questions, "How are these states different, and ... why, since all these states are part of the same country-our United States-why are they so different?" The questions were purposely designed to capitalize on the effects of cu­ riosity in increasing student motivation. Guiding New Learning. Instruction is the third important function of questioning. Ef­ fective questions help students interrelate ideas and integrate new learning with their current understanding. I ~­ r r e ( INCREASING LEARNING THROUGH STUDENT INVOLVEMENT. 165 To illustrate these ideas, think back to Kathy Johnson's lesson in Chapter 4 and Jose's in this chapter. In both cases the entire lessons were conducted with questioning. Most learning theorists accept the idea that students construct their own understanding rather than recording it as presented by a teacher or some other source. The process of con­ structing understanding requires careful guidance of expert teachers, and questioning is the most important skill teachers have for providing this guidance. CWe introduced con­ structivism in Chapter 1 and describe it in detail in Chapter 7.) These functions again demonstrate why clear goals are so important. Teachers assess current understanding so they can best link new learning to what students already know, and they can only guide new learning effectively if they're clear about where the lesson is headed-that is, clear about their goals. Questioning: The Influence on Student Thinking To be effective, teachers' questions must have an impact on student thinking. The best planned and executed questioning sequence is worthless if it doesn't cause students to think, relate ideas, and construct new knowledge. In answering a teacher's question, students should engage in five separate mental operations (Gall, 1984). They're outlined in Figure 5.5 and discussed in the paragraphs that follow. Learning begins with attention (Eggen and Kauchak, 2001); without attention, the other mental operations can't take place. The most thoroughly planned and well­ thought-out lesson becomes ineffective if students aren't paying attention. Questions draw students' attention away from distractions, such as the clock, window, and each other, and invite them into the lesson. Second, once they're paying attention, students must understand and interpret the meaning of the question. This isn't always easy; the intent of the question may be clear to the teacher, but it may be misperceived by students. This again illustrates the impor­ tance of questioning as a way of assessing current understanding. Teachers will know if a student misperceives a question because the answer will be incomplete or inaccurate. Then the teacher can intervene. Question Asked ~ Student Attends ~ Question Is Understood ~ Covert Response Is Generated ~ Response Is Verbalized ~ -----------_. ------------­ Response Reinforced or Modified _."'._. u .:r~ 5.5 Student Mental Operations Elicited by an Effective Question 166 • CHAPTER 5 www.ablongman.com/kauchak4e Third, the question should elicit a covert response from each student. Though teach­ ers typically call on one student to answer, our goal should be to have all students think about and mentally react to our question. We discuss techniques to promote covert re­ sponses later in the chapter. Fourth, covert responses are put into words when the teacher calls on a student to answer. Research examining ways students learn emphasizes the value of students at­ tempting to put their understanding into words (Bruning, Shraw, and Ronning, 1999). Verbalizing an answer helps clarify the content in students' minds and make connections with other ideas. Verbalizing an answer takes time and effort, especially if the question is a complex or demanding one. Effective teachers provide students with the time to re­ late interconnected ideas through wait time, which we'll describe later in the chapter. Finally, based on the teacher's feedback, students conclude that the response was complete and accurate, or they generate a revised response. A correct answer is recog­ nized and reinforced; an incorrect answer is modified. This entire process occurs in a few seconds and is repeated dozens of times a day in many classrooms. The sequence we just described is the ideal we strive for, but it doesn't always occur. Not all students attend, some don't understand the question, others don't generate a covert response, students don't always listen to the answers of their classmates, and they may not revise their original thinking. When these alternatives occur, learning suffers. Understanding the mental operations questions are intended to elicit, help us see why the elements of effective questioning, which we discuss next, are so important. ELEMENTS OF EFFECTIVE QUESTIONING As we saw earlier in the chapter, effective questioning depends on two essential factors. The first is clear and precise goals. The goals may not be written in a plan book, and teachers may have to modify them during lessons if students' current understanding re­ quires it, but effective teachers, nevertheless, begin their lessons knowing what they want their students to accomplish. The second is effective representations of content, which also depend on clear goals. Expert teachers use content representations that help students reach goals, and they guide their students to the goals through their questioning. Keep these ideas in mind as you study this section. Effective questioning is a sophisticated set of abilities, and you won't become an ex­ pert overnight. However, they can be developed with practice, and if you persevere, re­ search indicates that-just as experts in other areas develop their abilities-you can develop your own questioning expertise (Rowe, 1986). The research base for effective teaching that we described in Chapter 4 acts as a foundation for effective questioning. For example, effective teachers for all students use their time wisely; display positive personal characteristics; and begin, develop, and end their lessons effectively. Similarly, there are essential questioning strategies that effective teachers, regardless of grade level or topic, demonstrate. They include: • • • • • Questioning frequency Equitable distribution Prompting Repetition for emphasis Wait time 4e INCREASING LEARNING THROUGH STUDENT INVOLVEMENT. 167 1­ ik FREQUENCY ­ Actively involves students in learning and encourages students to connect ideas EQUITABLE DISTRIBUTION Communicates that all are invited and expected to participate PROMPTING as m Assists students and contributes to a positive learning environment REPETITION - Emphasizes important ideas and encourages key connections WAIT TIME - Provides opportunities for thought and reflection a tr, a r~ 5.6 Essential Questioning Strategies ~. "S. These strategies are outlined in Figure 5.6 and discussed in the following sections. IV Questioning Frequency ~- n n a e d e Questioning frequency rifers to the number of questions that teachers ask over a period of time, and research indicates that effective teachers ask more questions than do those who are less effective (Hamilton and Brady, 1991; Hendersen et al., 1996). Student involve­ ment is essential for learning, and large numbers of questions increase involvement. We saw the effects of questioning frequency in Kathy Johnson's lesson in Chapter 4 and Jose's in this chapter. Both asked a large number of questions and guided their stu­ dents to their goals with their questions. Equitable Distribution Equitable distribution describes a questioning pattern in which all the students in the class are called on as equally as possible (Kerman, 1979; Good and Brophy, 2000). Equitable distrib­ ution runs counter to two common teaching patterns. First, in typical classrooms, about two-thirds of all teacher questions are undirected, meaning that students who volunteer are allowed to answer, and those who don't are allowed to remain passive (McGreal, 1985). This practice detracts from achievement (Shuell, 1996; Good and Brophy, 2000), because the involvement of students who don't volunteer decreases. Second, we saw in Chapter 4 that teacherstreat students differently based on their expectations, and teachers tend to call on students they perceive as having high ability much more frequently than on low-ability students. This is easy to understand. They expect high-ability students to be able to answer, and getting correct answers is rein­ forcing for teachers, so they fall into patterns of calling primarily on high-ability stu­ dents (Good and Brophy, 2000). In contrast to these patterns, Jose called on all the students in his class as equally as possible and by name. He had 30 students in the class, and they all responded at least once. (In the actual lesson we observed, each student answered several questions.) 168 • CHAPTER 5 wvvw.ablongman.com/kauchak4e While it's hard to illustrate in a written case study, we want to emphasize that Jose called on his students whether or not they had their hands up. Students in Jose's class knew that they were certain to be called on and, as a result, their level of attention was very high. In cases where students "drifted off," Jose intervened immediately, as was illustrated in the segment with Ginny when she was momentarily inattentive. Let's take another look. jose: How do we know it [the bottle] was heated? ... Ginny?" Ginny: L er, I didn't hear the question [answering sheepishly]. jose: What did I do with this bottle, Ginny [holding up the bottle with the red balloon]? Ginny: You put it in the coffee pot. jose: Yes I did, Ginny. Good. And how do we know the coffee pot was hot? ... Rosemary? This simple sequence took less than 5 seconds, but it served two important functions. First, it got Ginny back into the lesson, and second, it contributed to a positive classroom climate. Ginny knew that Jose had caught her not paying attention, but he didn't ad­ monish or criticize her. Instead, he simply rephrased his original question and went on. This sequence communicated that Jose was on her side, wanting her to contribute and learn. This helped to create a positive climate in his classroom for all students. In a review of the literature in this area, experts concluded that teachers should call on volunteers less than ten to fifteen percent of the time (Gage and Berliner, 1988). Think about that figure. The researchers suggested that 85 percent to 90 percent of all teacher questions should be directed to students who do not volunteer! Equitable dis­ tribution communicates that the teacher expects all students to attend and that each stu­ dent will be able to and assisted to answer. If teachers practice equitable distribution as a day-to-day pattern, student involvement and learning can dramatically increase. While it seems simple, establishing a pattern of calling on all the students in your classes is very demanding; it's easier to merely let volunteers answer. However, the more you practice, the easier it will become and, in time, you'll be able to direct questions to individuals virtually without thinking about it. Prompting In the last section we emphasized that all students should be called on as equally as possi­ ble. We also know that specific goals are essential, which means that students must supply "right answers" as the lesson moves toward the goal. Student involvement and success are no less important at this point than they are in the beginning, however, so teachers must have a tool for maintaining successful interaction. Prompting-cues teachers provide orother questions they ask when students are unable to correctly answer the original questiml-is that tool. Research indicates that prompting in reaction to a student's inability to give a cor­ rect response provides benefits to learning not found in other options (such as turning to another student for the right answer) (Shuell, 1996). Done effectively, prompting can: • Create a climate of support in the classroom. • Communicate positive expectations for success. • Assist students in thinking through and answering a specific question. e INCREASING LEARNING THROUGH STUDENT INVOLVEMENT. 169 Let's take another look at a questioning sequence from Jose's lesson. I. e jose: What's in the bottles, Nikki? Nikki: They're empty. jose: Wave your hand in front of your face, Nikki ... What do you feel? Nikki: Well, I feel the air on my face. jose: Yes, so what do you think might be in the bottles? Nikki: ... Air? Here, Jose asked a question for which only one answer-air-was acceptable. However, Nikki said the bottles were empty. Jose then provided a cue by asking her to wave her hand in front of her face, which led Nikki to conclude that air was in the bottles. In this example, Jose prompted with a cue. Now let's look at another segment where he prompted by asking additional questions. jose: So now what do we know about the amount of air in each system? Kathy? Kathy: It's the same. jose: And how do we know, "TYrone? Tyrone: '" jose: What did we say about the sizes of the balloons and bottles, "TYrone? 'Tyrone: They ... were ... equal. jose: Good. So how do we know the amount of air in each is the same? Tyrone: The bottles and balloons ... are the same size. When Tyrone was unable to answer his original question, Jose simply rephrased it by asking, "What did we say about the sizes of the balloons and bottles?" This prompt was efficient, since it was established earlier in the lesson that the sizes were the same. The Alternate Question. One option a teacher has when a student is unable to give an acceptable response is to ask the original question in a different way, ask another related question that is simpler, or give a directive that leads to a successful response. This is what Jose did when he told Nikki to wave her hand in front of her face, and this is what he did again when he asked Tyrone what he knew about the sizes of the balloons and bottles. An alternative question helps in cases where students misunderstand the original question. As teachers, we all know what we want when we ask a question, but our in­ tent may not be obvious to students. The simplest solution to this problem is to rephrase the question in different terms. Additional examples include: First Question: Follow-Up: First Question: Follow-Up: How are plot and characterization related in this novel? How does the development of the story line help us understand the major actors in our story? How does the carrying power of a river vary with the speed of its current? Will a fast river carry more or less silt than a slow one? 170 • www.ablongman.com/kauchak4e CHAPTER 5 As in the second example, an effective prompt sometimes rephrases the question in more concrete terms. In addition, effective prompts often narrow the range of response options. For example: ORIGINAL QUESTION REFORMULATION What are these people doing? What kind of an elephant is this? What else did you see? How did they travel? What color was it? What are they planting? Was he happy or sad? Did you see any furniture? Did they go by air or water? Was it a bright or subdued color? In each of these reformulations, the teacher attempted to help students by not only rephrasing the question but also making the question easier by making the answer more concrete and obvious. This tactic serves two functions. From the individual student's perspective, it takes the pressure off the nonresponding student by making the answer­ ing task easier. From a lesson perspective, it not only approaches the content in a slightly different way but also helps to maintain the continuity and momentum of the lesson. Teachers can also prompt by inserting supplementary information to steer the di­ rection of the lesson. Consider the following excerpt, taken from an actual fifth-grade classroom. Teacher: What we're going to talk about today is the punctuation that tells when someone is speaking. How do we know, when we are reading, that someone is speaking? Student: When it is has a ... urn ... two parentheses around them. Teacher: All right. [Draws a set of quotation marks on the chalkboard.] "These are called .... Does anybody know what these are called?" Student: Commas. Teacher: Not commas. Not when they're up in the air like this. Student: Brackets. Teacher: Not brackets. These are brackets. [Draws a pair of brackets on the chalkboard.] Student: Parentheses. Teacher: Not parentheses. These are up in the air above the words. .. [points to the words within the quotation marks.] Student: Oooh. ooh, oooh! Quotation marks! Teacher: Perfect. These are quotation marks. And quotation marks, when you run across them in a story, tell you that someone is speaking directly. (Duffy et al., 1985) Note how the teacher's response builds on the student's answer, assessing areas of mis­ understanding and clarifying areas of understanding. The way in which the teacher re­ sponds to a student answer not only provides feedback about the adequacy of the student's reply but can also set the direction for subsequent interactions. For example, with a correct answer, the teacher not only can affirm the correctness of the answer but also can stress important aspects of the answer: Teacher: Can anyone give me an example of a mammal? Student: A dog's a mammal because it gives birth to its young live. Teacher: Good, Johnny, live birth is one of the essential characteristics of mammals. Let's talk about that one for a while.... e 1 s " INCREASING LEARNING THROUGH STUDENT INVOLVEMENT. 171 In addition to verifying that an answer is correct, the teacher can add more information, explain the response more fully, or frame the response in a larger context. All of these strategies improve the informational quality of the response (DuffY et al., 1986). In a similar way, a teacher's response to an incorrect or partially correct answer provides the teacher with the opportunity to (1) ignore the incorrect part of the answer, (2) empha­ size the correct part, and (3) prompt for the part of the answer that was not given. The point here is that teachers do not need to be afraid of steering the direction of the lesson through the interjection of comments or additional information as they prompt their students. The teacher knows where the lesson should go; responses to stu­ dent answers provide one opportunity to steer the lesson in that direction. Effective Questioning: Increasing Student Motivation Research indicates that students' beliefs about their capability of accomplishing learning tasks­ a concept called self-efficacy-is a powerful factor in increasing motivation to learn (Pintrich and Schunk, 1996). In other words, if students believe that they can succeed on challenging tasks, they develop a sense of self-efficacy, and their motivation is likely to increase. In developing self-efficacy, student success is crucial. The combination of effective representations of content and open-ended questions is one of the most powerful tools teachers have for assuring success and increasing learner motivation. Open-Ended Questions. Open-ended questions are questions for which a variety of an­ swers are acceptable, and Jose used a number of these in his lesson. Let's look at some dialogue. jose: Now look at these bottles [holding up the two bottles] What can you tell us about them? ... Keith? Keith: You drink out of them. jose: Fine, Keith .... Beverly? Beverly: They're sort of green. jose: Yes, they are. What else? ... Lavonia? Lavonia: They look like they're the same size. jose: Yes, indeed they certainly do. Very good, Lavonia. In this case, Jose asked a description question, which is an open-ended question that asks students to make an observation. In addition to descriptions, cotnparison questions, open-ended questions that ask students to compare and contrast different items, can also be used effectively. Let's look at some examples. jose: Now look at the balloons on these bottles [holding up the bottles]. How would you compare the balloons? ... Leroy? Leroy: One is red and the oilier is yellow. jose: Yes. Good. Leroy. What else? ... Rachel? Rachel: They look like they're made out of rubber. jose: Yes, they are rubber balloons. How would you compare their sizes? ... Michael? 172 • www.ablongman.com/kauchak4e CHAPTER 5 Michael: They look like they're the same size. Good, Michael. They are the same size. Jose: Open-ended questions are powerful tools for involving students first, because they invite participation in a nonthreatening way. For instance, we saw that Jose asked one simple question, "What can you tell us about them?" and he was able to get acceptable answers from three students in a matter of seconds. He did virtually the same thing when he asked students to compare the balloons. Because open-ended questions are easy to ask and easy to answer, accomplishing equitable distribution is less demanding. It is very dif­ ficult to call on all students in a large class without asking some open-ended questions. Second, open-ended questions are very effective prompts. For instance, if Tyrone had still been unable to answer when Jose asked, "What did we say about the sizes of the balloons and bottles?" He could have held up the bottles and asked an open-ended question such as, "Look at these bottles again, Tyrone. What do you notice about them?" In this case it would have been virtually impossible for Tyrone to give an unac­ ceptable answer. This is a powerful technique for involving students, particularly those who don't have a pattern of successfully answering. Asking questions that don't have specific answers may seem like a waste of time; why don't we merely tell the students or ask more direct questions? In addition to mak­ ing equitable distribution and prompting easier, open-ended questions are useful for several other reasons: • Because a variety of answers are acceptable, students are virtually assured of success, which in turn increases motivation. This is particularly important for students who have a history of low achievement and a past history of failing to answer many of the questions teachers commonly ask. • Because students are assured of success, they learn to feel "safe" in question­ and-answer sessions. A sense of safety also contributes to positive classroom cli­ mate and student motivation (Eggen and Kauchak, 2001). • Open-ended questioning-particularly ones requiring comparing and contrasting-promotes critical thinking. • Open-ended questions are effective in working with cultural minorities, who sometimes lack confidence in fast-paced, convergent question-and-answer ses­ sions (Langer, Bartolome, Vasquez, and Lucas, 1990). • Open-ended questions allow informal assessment of students' current under­ standing, which was one of the functions of teacher questions that we discussed earlier in the chapter. Let's look at this last point in a bit more detail. For example, in a class that has re­ cently studied adjectives, the teacher displays the following sentence: Ter! moved quickly to remove the hot dish from the stove. and asks, "What can you tell me about the sentence?" If students understand the con­ cept, they will identify hot as an adjective in one of the first few responses. If they don't, it suggests that they are less sure of the concept than they should be, and the teacher can provide additional instruction. The power of open-ended questioning as an instructional tool is confirmed by our experiences in schools. We have seen students who were nearly hostile and openly re­ INCREASING LEARNING THROUGH STUDENT INVOLVEMENT. 173 fusing to respond at the beginning of a class period begin to volunteer responses to questions by the end of the sameciass period, all because they could see that students were able to successfully respond. Open-ended questioning was the strategy used to induce this change. This is a powerful and exciting change in students that occurred very quickly. Imagine the impact of assured success on participation and motivation over an extended period of time! Finally, open-ended questions address the objections of teachers who are reluctant to call on nonvolunteers, because they are afraid to embarrass students if they're initially unable to answer. Because students are assured of giving an acceptable response, they can be "put on the spot" without danger of embarrassment or anxiety. When students are put in a situation where they know they will be called on and are almost certain of being able to answer, their attention and motivation sharply increase. We have observed the ef­ fectiveness of these techniques at all grade levels and curriculum areas. Using open-ended questions as prompts also illustrates again why effective repre­ sentations of content are so essential as a tool for promoting student involvement. In Ty­ rone's case, for example, he could see that the bottles were the same size; it wasn't something he had to know or recall from a previous lesson. The combination of effective content representations and open-ended questions give teachers tools that help them elicit successful responses from virtually all students under nearly any conditions. They are among the most effective techniques that exist for involving students. In closing this section, let us share an incident we encountered in a classroom. In an earlier paragraph we stated that open-ended questions are effective because learners are virtually assured of success. Anything can happen in a classroom, however. We were ob­ serving a first-grade teacher who was using open-ended questioning with her students. She held a shoe up for the students to observe, and she began, "Tell me about the shoe." "It's red," Mike responded. The shoe was black. There was no sign of red on it anywhere! As we all know, young children occasionally give off-the-wall responses, and the teacher handled this one very well. She simply smiled and said, "The shoe is actually black. Now, Mike, tell me something else about it." Quick thinking. ey ne ole en 15k ifne he ed ut c­ ~e ie: kor ) Repetition for Emphasis In Chapter 4, we discussed the importance of emphasis in highlighting important con­ tent, and identified repetition as one type. A very effective form of emphasis is a repe­ tition question, which simply asks students to reconsider a question or point that has been made earlier in the lesson. Repetition questions have an advantage over repetitious state­ ments by the teacher because they provide emphasis and focus, they help maintain in­ teraction between teacher and students, and they give the teacher a quick estimate of whether they" got it" earlier. We have all had the experience of periodically getting lost as a teacher develops a topic, and while this problem is impossible to completely avoid, it can be minimized with strategic repetition questions. The following segment illustrates Jose's use of repetition. }­ Jose: Now, look at the balloons and bottles, everyone. What did Lavonia say about the bottles themselves? Cliff? Cliff: We drink out of them. 174 • CHAPTER 5 www.ablongman.com/kauchak4e Jos/:: Yes, we do .... How do the sizes compare? Alfredo? Alfredo: They're the same. At this point Jose wanted to emphasize that the bottles were the same size, and he asked Cliff what Lavonia had said about them. The need for repetition is illustrated by Cliff's response, "We drink out of them," suggesting that he had wandered, losing the focus of the lesson, which was to establish that the two bottles were the same except for their temperature and the air molecules inside of them. Without the repetition, Cliff, and probably others, would have been uncertain about where the lesson was headed. Jose used repetition extensively, and some might even conclude that he used it ex­ cessively. This is a matter of judgment, but it is clearly better to refocus students too often than not often enough. Our experience in working with teachers of K-12 stu­ dents indicates that repetition is not merely a positive teacher action but is, in fact, es­ sential in helping students follow the direction of complex lessons. Wait Time What's the square root of256? Quick! Some ofyou probably answered the question im­ mediately while others fidgeted with a paper and pencil first. Still others may have seen the "Quick!" and given up immediately. This problem is analogous to situations that occur in classrooms. Research indicates that teachers, after asking a question, typically wait less than 1 second for students to re­ spond before interrupting, prompting, giving the answer themselves, or calling on an­ other student (Rowe, 1974, 1986). In addition, Rowe found that teachers tend to cut off students' responses rather than letting them think through and construct their an­ swers as fully as possible. Both of these problems are more pronounced when students are perceived as low achievers, and cross-cultural studies also indicate that the phenom­ enon is not unique to American classrooms (Tobin, 1983; Chewprecha et al., 1980). In contrast, when teachers pause and give students time to think about their an­ swers, the quality of student responses increases significantly (Rowe, 1974, 1986). The pause between a question or the pause after a student aHSwer and a teacher interruption or inter­ jection is called wait time. A number of benefits result from lengthening wait time (Rowe, 1986, 1974). Ex­ tending wait times to longer than 3 seconds improves both the teacher's effectiveness and students' performance in the following ways: • Lessons are smoother and more focused (40we, 1986). • Teachers become more responsive to students by matching the wait time to the difficulty of the question, improving equitable distribution, and increasing par­ ticipation from minority students (Rowe, 1974, 1975). • The length and quality of student responses increase, resulting in more higher­ order and critical thinking (Rowe, 1986; Anderson, 1978). • Failures to respond are reduced, the variety of students participating voluntarily increases, and the number of disciplinary interruptions by the teacher decreases (Tobin, 1987). • Finally, and perhaps most important, achievement increases (Tobin, 1987; Tobin and Capie, 1982). INCREASING LEARNING THROUGH STUDENT INVOLVEMENT. (Pause) (Pause) (Wait Time I) (Wait Time II) 175 .ed [['s of eir nd H r~ 5. 7 Effective Use of Wait Time .x­ 00 11­ ~- n­ en res :e­ n­ ut n­ Its n- n­ 1u: x­ ~s Effective wait-times occur at two points in the questioning sequence, as illustrated in Figure 5.7. The first pause in Figure 5.7, called Wait Time I, gives everyone in the class time to think about the question and generate the covert response we described in our discussion of the influence of questioning on student thinking. The second pause, Wait Time II, gives other students time to think about and react to the student's answer. Wait time can be thought of as "think time," providing students with opportunities to think about the content they are learning. As with any technique, wait time must be implemented with professional judg­ ment. For example, in the cases of drill and practice where overlearning and automatic­ ity are desired (such as multiplication facts), quick answers are desirable (Rosenshine and Stevens, 1986) and wait times should be short. On the other hand, when students are making comparisons, forming conclusions, providing evidence, and demonstrating other higher-order abilities, wait times should be longer. Effective Questioning: Involving Diverse Students Questioning is one of the most effective tools teachers have for communicating that they value all students and welcome them in their classrooms. Equitable distribution and prompting, in particular, are essential. Used effectively, they communicate, "I don't care if you're a boy or girl, n\nority or nonminority, or high or low achiever; I want you in my classroom, I believe )\,u're capable oflearning, and I will do whatever it takes to en­ sure that you're successful." This practice sends a powerful message to students. In addi­ tion to conveying positive teacher expectations it also communicates caring and concern for student learning. Students are sensitive to these practices. They quickly come to interpret your ef­ fort to distribute questions to cultural minorities and nonminorities equally, for ex­ ample, as an indication that both groups are expected to achieve, and the effect on classroom climate is very positive. Prompting all students as equally as possible rein­ forces this message. CLASSROOM QUESTIONS: ADDITIONAL ISSUES Each of the essential questioning skills we've discussed in this chapter-frequency, equi­ table distribution, prompting, repetition, and wait time--are well documented by re­ search, as are the relationships between questioning, student diversity, and motivation. 176 • CHAPTER 5 www.ablongman.com/kauchak4e Research has examined some additional issues that often surface in discussions of questioning, and we want to consider them in this section. They include: • High-level versus low-level questions • Questioning patterns: Selecting students • Callouts • Choral responses Let's look at them. High-Level versus Low.. Level Questions In our discussion of wait time, we found that the kind of question affects the amount of time a teacher should wait for a response. This observation leads to a related issue. How does the level of teacher question affect student learning? In this section, we want to consider the benefits of low-level questions (e.g., "Who wrote Hamlet?) versus high­ level questions ("Why is Shakespeare's Hamlet considered a tragedy, in the classical sense of the term?"). Let's see what research says about the issue. The levels of teacher questions have been widely researched, but the results are sur­ prisingly mixed (Good and Brophy, 2000). Some studies have found a significant, positive correlation between higher-level questions and achievement (Redfield and Rousseau, 1981), others found no relationship (Rosenshine and Furst, 1973; Winne, 1979), and still others identified a negative correlation between the two (Dillon, 1981; S\u!ings, 1975). What explains these contradictory findings? \ The answer again illustrates the importance of clear goals. Goals that are appropri­ ate for the topic, the age of the students, and their backgrounds should determine the level of questions. For instance, if the goal is fact-level learning with young children, such as knowing that 7 x 9 = 63, a high percentage oflow-level questions is appropri­ ate. For more complex goals, such as understanding the impact of Columbus's discov­ ery of the new world, higher-level questions are more desirable. Students with limited backgrounds about a topic will-at least initially-be asked many low-level questions, and the number of high-level questions will increase as their background improves. This is the only sensible approach to determining question level. With the com­ plexities of teacher-student interaction, teachers shouldn't consciously decide, "I will now ask a high-level question," or "It is now the time for a low-level question." The so­ lution is to have a clear and precise goal in mind prior to the lesson and to be alert, sen­ sitive, and responsive to students as the lesson develops. The appropriate level of questions will then take care of itself. This was illustrated in Jose's work with his students. As we saw earlier in the chapter, his goal was very clear; he knew exactly where he wanted the lesson and students to go. The responses of the students and his goal, rather than preconceived decisions about level, guided his questioning. For example, he began his lesson with simple descriptions and then moved to higher-level questions as he asked the students to make comparisons. However, knowing that he wanted to establish and confirm that the two systems were the same size, he asked a much higher-level question when he asked Tyrone how they knew the amount of air was the same in each system? (Note also that Jose didn't reserve his higher-level questions for his high achievers. All students were treated equally.) When he called on Tyrone, he was not thinking, "I will now ask a high-level question." Instead, he 4e of INCREASING LEARNING THROUGH STUDENT INVOLVEMENT. 177 was working toward a goal, which we saw in the segment where Jose prompted Tyrone. This goal-driven flexibility is the essence of expert teacher questioning. Bloom's Taxonomy: A Sequential Questioning Strategy of w to 1­ se As we saw in Chapter 3, Bloom's taxonomy is a hierarchical classification system based on the cognitive processing demands placed on students. Its value in structuring class­ room questions centers on this hierarchical structure. Hierarchical means that the upper levels are dependent on and subsume the lower. This characteristic is important for questioning strategies because it suggests that teachers build an informational base at lower levels before proceeding to higher ones. Let us illustrate these ideas by looking at the six levels in the taxonomy and consid­ ering how they function in a classroom setting. Knowledge. The knowledge category, the lowest in Bloom's taxonomy, helps build an in­ formational base for subsequent questions. Processes involved in the Knowledge cate­ gory include recognition and recall. Some examples of knowledge-level questions include: Who wrote Uncle TOm 5 Cabin? u, What is the chemical symbol for iron? \ How many minutes in a basketball game? 1­ le 1, 1­ s, 1­ :l1 Comprehension. Comprehension asks students to process information so that the mean­ ing is clear. If the meaning of information being taught isn't clear, then the teacher needs to slow down or even back up to make sure students understand. Students show that they comprehend something when they can translate it into a different form (e.g., verbally describe numerical data presented in graph form), interpret it (e.g., explain why a phenomenon occurs), or extrapolate it (e.g., project a trend beyond the data given). Having students provide examples is another type of comprehension question. Com­ prehension questions attempt to determine if students understand information in a meaningful way. For example, Can you tell us, in your own words, the major events in the story so far? The book says rust occurs when iron is oxidized. What does that mean? 1­ if r. ). It IS .. e Who can find an example of an oxymoron in our poem? Application. The third level of Bloom's taxonomy asks students to take information they have learned and apply it to a new situation. Solving new or novel word prob­ lems in math would be an example here. The process of application actually occurs in two phases. In the first phase, some abstraction, formula, equation, or algorithm is learned; in the second, students encounter a new situation or problem and are asked to apply the previously learned information. Teachers who try to get students to apply information at a later date verify that this second phase is a difficult one. Practice is es­ sential, and classroom questions provide an excellent opportunity for this practice. For example, Who can apply what we've learned about sonnets and finish this poem? 178 • CHAPTER 5 www.ablongman.com/kauchak4e N ow we're trying to find the length of this diagonal line. Any ideas? What for­ mula should we use? So we want the fish to be crisp on the outside but not overdone on the inside. How should we cook it? Notice how in each of these examples students are being asked to use or apply infor­ mation they've acquired previously. Analysis. Analysis questions develop students' ability to take apart some complex phe­ nomena to show how it works. The medium involved in the analysis will vary with the content area involved. In English, it could involve the examination of a speech, a poem, or a book and some type of explanation of how the work holds together and how the different components add to the power of the work. In the area of art, the process of analysis could focus on a painting and show how various components such as color, line, and texture interact to produce an effect. Similar examples occur in every area of the curriculum where student understanding of something is dependent on an understand­ ing of how the interrelated components or parts work together. Some examples of analysis questions include: Let's write down the major events that have occurred in the Middle East. Then let's ask how these are interrelated and why we are where we are today. Let's look at this table and try to determine why it's so sturdy and why it has lasted so long. Who can analyze this paragraph and explain why it is such a powerful way to start this paper? Synthesis. Synthesis questions are different from those in the other levels in several im­ portant ways. As opposed to the other levels, which focus more on analytical skills, the synthesis category focuses on creativity. In addition, the synthesis category is product oriented; typically a tangible product results from the synthesis operation. Although most often associated with the fine arts areas of art and literature, synthesis questions also have applications in other areas. For example, creativity can be a central dimension in the design of a science experiment. In the area of home economics, synthesis-level skills can also focus on clothes or food preparation. In other vocational areas creativity can be a central component of woodworking and other vocational classes. Note how each of these questions asks students to be creative in producing some product or plan. Okay, we know that garbage is a major problem for big cities. What are some cre­ ative ways to solve this problem? Remember, we're on a limited budget for this meal. What are some ways we can stretch our dollars and still produce an exciting menu? You've viewed the first half of the game on videotape. What would you do differ­ ently in the second half to turn your team around? Be creative. Evaluation. The highest level of Bloom's taxonomy is evaluation) which involves judg­ ing the merit or worth of some object or work. The process of evaluation occurs in two , k4e Jr­ le­ :he ill, INCREASING LEARNING THROUGH STUDENT INVOLVEMENT. 179 steps: the first is the establishment of some criteria, and the second is the application of these criteria to some object or idea. For example, in social studies, we can ask students to evaluate a proposed solution to world hunger. This process would involve first some description of the specifics of the problem-givens, resources, and limitations to work with-and then an analysis of the extent to which the proposed solution addressed these parameters. In literature, students can evaluate a written work, describing its strengths and weaknesses. In other areas, such as physical education and home economics, stu­ dents can evaluate a game plan or a plan of operation such as a menu. Some examples of evaluation questions include the following: How well did the North use their resources in the Civil War? :he of Was Hemingway a great American writer? When you answer that, you'll have to define greatness first. ne, We've read several theories about why the dinosaurs disappeared from the earth. Which makes the most sense? Why? he ld­ of ed lIt n­ he let ~ so ill TIs oe of :­ , T_ The Taxonomy: A Classroom Example. The following is an excerpt of a teacher using Bloom's taxonomy to structure a lesson on Shakespeare's Romeo andJuliet. Note how the teacher uses lower levels of the taxonomy to serve as a foundation for higher levels. To help you do this, we've labeled the level of the question in brackets. Lynn Bell's junior English class had been reading Shakespeare's Romeo and Juliet for sev­ eral weeks. Although they had known it was a tragedy, the class was disturbed at the gory ending. Lynn was trying to get them to pull it all together and to view the play in the larger context of a tragedy. Lynn: Class, it's been a long weekend, so let's review some of the major characters in the play and try to remember some of the major events. [K] Someone? Jack? Jack: WelL the most important characters were Romeo and Juliet. They fell in love, and that's how all the trouble started. Lynn: Good, Jack. That's a good starting point. Let's follow up on that. What houses did they belong to? [K] Sandy? Sandy: Juliet was a Capulet and Romeo was a Montague. Lynn: Okay, now why is that information important to the play? [C] Anyone? Cassy? Cassy: Because these two houses had been feuding for a long time. Lora: And, in terms of Romeo and Juliet, they shouldn't have fallen in love. Lynn: Good. Now let's return to an idea we discussed briefly earlier. What is a tragedy? [K] Shawn? Shawn: It's a story that ends unhappily? Lynn: Anything else? [K] Franco? Franco: The people in it can't help what's happening. Lynn: Why is that important? [C] Brad? Brad: Because the people in the audience can see what's happening but the characters in the play can't. They're just kind of swept along by the events. Lynn: Any other characteristics of a tragedy? [K] Pam? Pam: In my notes, it says there is often "growth toward knowledge." Lynn: Good note taking, Pam. What does that mean? [C] 180 • CHAPTER 5 www.ablongman.com/kauchak4e Pam: Beats me. I just wrote it down. Lynn: Who can help her out? Did growth toward knowledge occur in this play? [C] Ken? Ken: WelL at the end the Montagues and Capu!ets got together and agreed to stop the feuding. Lynn: Excellent, Ken. Now let's take this one step further. Romeo and Juliet got married. Was it Act [I, Scene 5? [K] Scene 6, okay. Now I want each of you to take a few min­ utes to devise another ending for the story that would still make it a tragedy. [App] When you're done with that, we'll share these with the rest of the class and they'll have to decide if your ending qualifies as a true tragedy. [An] Let's analyze the lesson. First, note how the teacher began with knowledge-level questions and, after establishing a factual base, proceeded to comprehension questions that checked for understanding. Then, after she felt confident that her students under­ stood the concept of tragedy, she asked them to apply this information to develop a dif­ ferent ending. Finally, the lesson ended with an analysis question, asking students to examine one another's new endings to determine if these were truly tragedies. Now, a confession. Actual classroom lessons do not proceed this smoothly. They progress instead in fits and starts, and teachers need to exercise that flexibility stressed earlier, adjusting questions to the background of students and the direction and mo­ mentum of the lesson. The lesson recorded here was provided as a prototype so that you could see the progression of ideas. Though somewhat unrealistic, this prototype illustrates several important ideas. One is the value of the taxonomy as a guide to sequencing questions. A second related idea is the importance of using lower-level questions to (1) involve a number of stu­ dents, (2) establish an informational base, and (3) warm the class up at the beginning of the lesson. Also, note at the end that as the teacher asked an application question re­ quiring more thinking, she provided the class with the necessary wait time (actual min­ utes) to apply the information they had learned. Finally, if the lesson had continued, how might the teacher have used the synthesis and evaluation categories to think about the play further? We offer these as possible al­ ternatives but invite you to construct your own. SYNTHESIS Write a version of Romeo and Juliet for the twenty-first century. Find a present-day story with the potential to be a tragedy. Flesh out the story in enough detail so that your thinking is evident. EVALUATION Some people call Romeo and Juliet a love story; others consider the playa tragedy. Which label do you believe is more correct, and why? Some critics call Shakespeare a master of settings, getting the most from his plays by having the scenes set in dramatic places. Do you agree with this assessment? Defend your answer with examples from Romeo and Juliet. Bloom's taxonomy can provide a useful conceptual tool for asking higher-level questions. It can help us sequence these questions, building on prior knowledge and .. INCREASING LEARNING THROUGH STUDENT INVOLVEMENT. 181 using previous skills as the foundation for later ones. It can also help us understand why students have problems with questions requiring higher-level questions. Finally, it can serve as a reminder of the breadth and variety of cognitive tasks available to us as we in­ volve our students in the process of thinking through classroom questioning. Selecting Students reI IDS Iif­ to lO­ Ull eas. red bl­ ~of R­ Im­ esis al­ ~el and Whom should we call on when we ask a question? As we saw earlier, teachers tend to simply call on students who volunteer, but this is less effective than calling on both vol­ unteers and nonvolunteers. The most desirable alternative is to call on students randomly, and expert teachers manage this process by mentally monitoring who they've called on as the lesson pro­ ceeds. As the activity develops, if you've lost track of who you've called on, simply ask, "Whom have I not called on yet?" When students are in an environment where large numbers of questions are being asked and the teacher supports the students in their ef­ forts to answer, being called on is desirable and they will freely admit it if they haven't been called on (or one of their classmates will point it out). Further, a simple, straight­ forward question, such as "Who haven't I called on," promotes a comfortable climate of open communication. An alternative to mentally monitoring who has been called on is to use a deck of cards with all of the students' names and to shuille them at frequent intervals to prevent sequential patterns from occurring. This cumbersome way of distributing questions can be helpful for beginning teachers, but expert teachers rarely use the technique. Research has also examined the relative effectiveness of first asking the question and then identifying a student versus first identifying the student and then asking the ques­ tion. Asking the question first is preferable (Good and Brophy, 2000), and this is the pat­ tern we saw in Jose's questioning. Asking the question, pausing, and then calling on a specific student communicates that the question is meant for all students and everyone is expected to pay attention and think about the answer. If the teacher selects a student before asking the question, the rest of the students are less likely to generate a covert response, an important mental operation elicited by ques­ tioning. However, exceptions to this rule can occur for management or motivational reasons. For example, "John, what did we say yesterday about the relationship of Hem­ ingway's early life to his later writing?" can communicate that John ought to refrain from his conversation with a classmate, or that John made a comment yesterday that was especially pertinent to the topic. The fact that this sequence violates the teacher's regu­ lar one, as well as the inflection in the teacher's voice, communicates the intent of the message. Callouts A callout is an answer given by a student bifore the student is recognized by the teacher. We have all been in classes where teachers have said, sometimes pleadingly, "Now, don't shout out answers," or "Don't answer until you're called on." These are efforts to eliminate callouts. In general, callouts should be prevented. This is most effectively accomplished by establishing and consistently enforcing a rule requiring students to be recognized before I 182 • CHAPTER 5 www.ablongman.com/kauchak4e answering. Allowing students to respond without being called on is undesirable because callouts usually come from higher-achieving or more aggressive students in the class. These students can dominate the interaction, and slower or more reticent students are forced out of the game. In addition, callouts also increase management problems and decrease the amount of time other students have to think about answers. However, exceptions to these patterns have been found in studies with minority students and students from low socioeconomic backgrounds. With these students, who sometimes lack confidence and may be reluctant to respond, allowing at least some call­ outs has been positively linked to increased learning (Good and Brophy, 2000). We saw this illustrated in Jose's lesson. Let's take a look. jose: So what do you think might be in the bottles? [after prompting Nikki] Nikki: Air. jose: Yes indeed. Good conclusion, Nikki. What was one of the characteristics of air that we've discussed? ... Christy? jason: It's all around us. jose: That's right. Air is all around us. Well done, Jason. Now look at the balloons on these bottles. [holding the bottles up again] How would you compare the balloons? ... Leroy? \ In this sequence Jose allowed Jason to interject a response without admonishing him, because Jason was one of the lowest achievers in his class. With more confident and aggressive students, however, callouts result in shorter thinking times and an unequal distribution of opportunities to respond, both conditions that detract from achievement. So here, as with many instructional issues, teacher judgment is necessary. The abil­ ity and confidence of the student, the goals of the lesson, and the orderliness of the class­ room are all factors that need to be considered in deciding whether to allow a student to call out an answer. Choral Responses The entire class answering a question at the same time is termed choral responding. Choral responses are effective for practicing skills, terms, and facts that should be overlearned and available for immediate recall. It is commonly used in foreign language classes, where students need to repeat words and phrases in the new language, and it's some­ times used in math classes, where automaticity is being developed. Jose appropriately called for a choral response when he taught his students the term expand. jose: Yes, excellent, Jill. Now, everyone, I'm going to give you another word for gets big­ ger. It's called expand. Everyone say expand. Class: EXPAND! In this case Jose was teaching a new term and wanted everyone in the class to repeat it. In contrast, choral responses are inappropriate for open-ended or higher-level ques­ tions. Imagine a choral response to a question such as, "Who do you think was our most effective President, and why do you think so?" i It. 11­ s­ INCREASING LEARNING THROUGH STUDENT INVOLVEMENT. 183 The disadvantages of choral responding relate to timing and participation; unless all students answer at the same time, slower students can hesitate and parrot or mouth the answers of the quicker students. A solution to this problem is the use of a standard ex­ pression or signal, such as "Class," that follows a question and signals time for participa­ tion. Some researchers advocate a blend of choral and individual responding to provide opportunities for both wide participation and diagnosis of individual strengths and weaknesses (Becker, 1977). As we've seen in this chapter, teacher questioning can be a powerful strategy for en­ couraging student involvement, accommodating the background diversity of our stu­ dents, and increasing motivation to learn. It is most effective, however, if the questions direct students to clear goals, and builds upon effective topic representations. Additional ways to promote involvement also exist, and we discuss them in detail in Chapter 8, where we discuss Peer Interaction Strategies For Teaching. Student Involvement: A Key to Learning and Motivation. In Chapter 4 we found that students must be actively involved to learn most effectively. Involving students ef­ depends on three factors: clear and precise goals, high-quality representations of co~ent, and skilled questioning by teachers. fect~y Student Involvement: The Need for Clear Goals. Teacher thinking begins with clear and precise goals. The ways teachers choose to represent their content, and the kinds of questions they ask as they guide students through their lessons, depends on their goals. Without clear goals, effective lessons are virtually impossible. nt ral ed es, Student Involvement: The Role of Content Representations. High-quality repre­ sentations of content are essential for involving students, because the information they need to answer teachers' questions and understand the topics is displayed for them. Effec­ tive content representations provide a concrete focal point for dialoguing with students. Effective representations exist in a variety of forms. Some of them include exam­ ples (the "real thing"), pictures, demonstrations, charts and matrixes, models, and vi­ gnettes and case studies. The type of representation depends on the teacher's goal. Le­ ely Increasing Student Involvement: Teacher Questioning. One of the most effective tools teachers have for promoting involvement is questioning. Questions can be used to assess students' current understanding, increase motivation to learn, and guide students as their understanding develops. Expert teachers efficiently manage all three functions as they help students reach clear goals. In using questions, it is essential to think about their effect on students' attention and thought processes. it. es­ ost Elements of Effective Questioning. Effective teachers ask many questions, use repe­ tition to emphasize important points and make connections appropriately, direct ques­ tions equally to all students in the class-whether or not they volunteer-and give individuals adequate time to think about their answers. They first ask the question, pause 184 • CHAPTER 5 www.ablongman.com/kauchak4e briefly, and then call on an individual by name to answer. When students are unable to respond, or respond incorrectly, expert teachers provide cues or other questions that help students give acceptable answers, instead ofleaving them in favor of other students. In all cases, questions are designed to help students reach clearly thought out goals. Distributing questions equally to all students communicates that everyone, regard­ less of personal characteristics, background, or ability, is welcome in the classroom, should be involved, and is expected to learn. Questioning is one of the most effective ways to accommodate student background differences. Open-ended questions are a par­ ticularly effective way of ensuring success, increasing student self-efficacy, and promot­ ing student motivation. Classroom Questions: Additional Issues. The appropriateness of high- versus low­ level questions depends on the teacher's goal. Bloom's taxonomy provides one way to sequence questions so that they build upon students' developing knowledge base. Call­ outs generally detract from achievement but in some cases are acceptable, and a mix of choral and individual responses may be desirable. Appropriate use of each depends on the context of the lesson and the teacher's goal. Callout Choral responding Comparison questions Description questions Equitable distribution Model Open-ended questions Prompting Questioning frequency Repetition questions Self-efficacy Wait time Carol Woodward, a second-grade teacher, is preparing a unit on place value for her sec­ ond graders. As she gets ready for the lesson, she takes a box filled with popsicle sticks down from a shelf in her room. Many of the popsicle sticks are gathered in bundles of 10 bound together by a rubber band. Carol counts the bundles and mumbles, "Better make a few more," to herself, as she looks around for additional sticks. We join Carol in the morning at the beginning of her math class. "Okay, everyone, we're going to be good thinkers today and try to figure out some im­ portant ideas," she begins as she walks around the room putting two bundles of 10 sticks / together with a single stick on each student's desk. After giving her students their materials, she continues, "Okay, tell me what you have in front of you .... Just tell me what you see." " ... Sticks," Jerome offered. "Popsicle sticks," Nakisha added. "They have a rubber band around them," Andy put in, beginning to take the band off. "Yes, good, Andy," Carol smiled, "but leave the band on for me. It's there for a reason." "Now, what else?" Carol continued. "Gloria?" 4e to :lp all 185 INCREASING LEARNING THROUGH STUDENT INVOLVEMENT. " ... There's another one," she responded, holding up the single popsicle stick. "Now, what does this number represent?" Carol queried. " "How many sticks do we have?" d­ m, rve IT­ or- to alI­ of on "How many bundles do you have?" "Two," several students answered at once. "Good, and how many other sticks do you have?" "One," they responded again. "So, how many do we have altogether?" " ... Three?" Andrea responded hesitantly with a question in her voice. "No, not three," Carol shook her head. "Someone try again." " ... Thirty," Simone guessed. "Where did you get that?" Carol wondered with a slight smile on her face. Simone sat for a few seconds and then shrugged his shoulders in an "J don't know." "Someone else?" Carol urged. "Come on ... think about it." ::L~t;s"look C~ at them," said after a few seconds. "How many sticks in this bun­ dle?" she asked, holding up one of the bundles. " ... Nine," Kevin answered. "No, 10," Kathy retorted. "Good!" Carol responded quickly. "There's 10 here.... So there's 10 in the other bundle as well. ... So, how many do we have altogether?" " ... 21," Juanita, one of the highest achievers in the class responded after several seconds. "Yes, excellent!" said Carol enthusiastically. "We have 21. We have two groups of 10 and we have one more, so we have 21 altogether. "Now I'm going to give you some more materials, and I want you to tell me how many we have this time." Carol quickly put another bundle of sticks on student's desks and added two more sin­ gle sticks. She then repeated the process she had used in the first activity. Questions for Analysis 1. How was Carol's method of involvement similar and different from the way Jose Al~arez involved his students? Be specific and concrete in making your compansons. 2. Teacher questioning is one of the key topics in this chapter. Analyze Carol's ques­ tioning in the context of the information in the chapter. In any instances where you believe her questioning could be improved, make specific suggestions for doing so. 3. Assess Carol's activity in terms of student motivation. If you believe that the lesson might have been more motivating, offer specific suggestions for improvement. 4. How effective was Carol's lesson for students with diverse backgrounds? Be spe­ cific in your response. I 186 • CHAPTER 5 www.ablongman.com/kauchak4e S. In Chapter 3, we discussed the concept of instructional alignment. Was Carol's in­ struction aligned? Explain your answer with information taken directly from the case study. 6. It appeared that the students in Carol's class were having some difficulty understand­ ing what she was trying to accomplish. Offer one or more possible explanations for why they were having a difficult time. Make specific and concrete suggestions for what she might have done to help the students better understand the topic. 1. How might the following factors influence the ideal number of questions asked in a class? a. Grade level b. Content area (e.g., math versus art) c. Subject-matter expertise of teacher d. Ability level o~W.dents e. Goals of the less~ f. Place of the lesson in a unit (e.g., beginning or end) 2. With respect to using questions to informally assess student understanding, what are the advantages and disadvantages of teacher-centered questioning? What alter­ natives could you recommend? 3. How would the importance of questioning as a way of assessing student under­ standing vary with: a. Time of school year (e.g., beginning vs. end) b. Place in a teaching unit (e.g., beginning or end) c. Diversity in terms of student ability d. Type of content (e.g., difficult vs. easy)? 4. Why should the success rates for questions be relatively high? Are there times when this should vary? S. In general, researchers hypothesized that higher-level questions would encourage more learning than lower-level ones. Why might higher-level questions be more effective than lower-level ones? In what circumstances wouldn't they be? 6. Analyze the effects of the following questioning decisions with respect to lesson pace, or the tempo of a lesson. a. High-level versus low-level b. Calling on volunteers versus calling on students randomly / c. Wait time d. Redirected questions 1. Questioning Frequency. Observe or videotape two different lessons. Record the number of questions asked in each minute of each lesson. a. How many questions were asked in each lesson (the total number of questions)? INCREASING LEARNING THROUGH STUDENT INVOLVEMENT. 187 b. During which time in the lesson (beginning, middle, end) were the most ques­ tions asked in each lesson? c. In which lesson were the students most attentive and involved? d. Which lesson was most briskly paced? How did the number of questions influ­ ence the pace of the lesson? e. What suggestions do you have for increasing the effectiveness of the question­ ing in each lesson? • il (­ I lOS)? 2. Difficulty Level. Tape a class in which questioning plays a significant role (this might be your class o~meone else's). Listen to the tape and count the number of times: . , a. The original question 'was answered correctly. b. The original question was answered partially correctly. c. The original question was answered incorrectly. d. The original question elicited no response. Add the number of questions in a through d. Divide the number in a by this total. This gives you the average success rate of questions. Now respond to these questions: e. Was the difficulty level appropriate for this type of class? f. What do the numbers in b, c, and d tell you about the effectiveness of the ques­ tions? What could be done differently to make the questioning more effective? 3. Questioning Level. Tape a lesson in which questions playa major role. Play the tape and jot down the questions in the order they were asked. Now classify these ques­ tions in terms of whether they are low level (knowledge) or high level (compre­ hension and above). What is the ratio of high to low? Is there any pattern in terms of the sequence (e.g., LLLH or LHLH)? How did the teacher use questioning level to reach his or her goals? What might the teacher have done differently to use the level of questions to increase learning? 4. Choosing a Student to Respond: Volunteers. Tape a questioning lesson in which vol­ unteers are used to respond. Listen to the tape with a seating chart in front of and mark the nurnber of times different students are called on. Respond to the following questions: ym; a. Were the questions evenly distributed in terms of ability level? b. Were the questions evenly distributed in terms of student gender? c. How did student location in the classroom affect participation rates? d. What suggestions do you have for increasing the effectiveness of the selection process? 5. Choosing a Student to Respond: Random Selection. Teach and tape a lesson with a questioning format, and randomly select students by using a deck of cards with the students' names to call on them. (Tell students beforehand what you are doing and why.) Analyze the tape in terms of these questions: a. Was this lesson harder or easier to teach than one in which you selected stu­ dents in some other way? b. Did the pace of the lesson differ from the first? How? c. Comment on students' attentiveness. Was it higher or lower? How could you tell? 188 • CHAPTER 5 www.ablongman.comlkauchak4e d. What changes in your questioning style did you have to make to adapt to this modification? e. What are the advantages and disadvantages of using this method to select a stu­ dent to respond? 6. QuestioninJ: Strategies. Plan a sequence of questions leading up to some point or conclusion. Record yourself on video or audiotape as you implement this se­ quence in the classroom. Analyze the tape afterward, and compare the sequence that occurred with the one ~u planned. What caused you to change this se­ quence? How helpful is pla~~g a questioning sequence prior to a class? 7. JiVtlit Time. Tape yourself (or another teacher) as you use questions in a lesson, and then listen to yourself and try to determine how long you wait after asking a question before calling on a student, how long you wait for a student to answer before intervening, and how long you wait for the student to complete his or her answer. Also, identify the student selected to respond and whether he or she was a high or low achiever. Then respond to the following questions. a. What was your longest wait time? What type of question did it follow? b. What was your shortest wait time? What type of question did it follow? c. What was your average wait time? d. Did your wait times differ for students of different abilities? Teach and tape another lesson and consciously try to respond to any problems un­ covered answering the above questions. Were you able to do this? What difficul­ ties did you encounter in trying to modify your wait times? 8. Callouts. Interview a teacher about the presence of or absence of callouts in their room: a. How does the teacher feel about callouts? b. What does the teacher do to encourage or discourage them? c. Are there ever any situations in which they allow or encourage callouts? How will you deal with callouts in your classroom? 9. Choral Response. Interview a teacher about the use of choral response in their room. a. Does the teacher ever use choral response? When and why? b. What do they feel are the advantages and disadvantages of choral response? c. What suggestions do they have for maximizing the instructional benefits of choral responding? How will you use choral responding in your classroom? 4e ]­ .­ I­ . 1. The importance of classroom management II. Classroom management: A definition A. Management goals: Learning and self-regulation B. Creating responsibility-oriented classrooms C. Management: An historical perspective III. Planning for classroom management A. Student characteristics B. The physical environment C. Classroom rules: Establishing standards for behavior D. Procedures: Creating an efficient learning environment IV Implementing management plans A. Implementing plans: The first 10 days B. Learner diversity: Challenges to home-school communication C. The relationship between management and instruction V Management interventions A. Defining misbehavior B. An intervention continuum C. Dealing with individual problems D. Serious management problems: Violence and aggression 190 • CHAPTER 6 www.ablongman.com/kauchak4e () f you are uneasy about being in front of s~dents for the first time, you're not alone. { This apprehension is common among in rns, first-year teachers, and even some veterans. Often the concern results from uncer .nty about their ability to prevent dis­ ruptions and maintain an orderly learning environment. In this chapter, we examine the topic of classroom management and what teachers can do to create productive learning environments. When you've completed your study of this chapter, you should be able to meet the following objectives: • Explain how classroom management relates to the goals of student responsibil­ ity and self-regulation. • Describe factors that influence planning for classroom management. • Describe strategies for implementing management plans. • Define misbehavior and describe strategies to deal with it. • Explain how classroom management contributes to instructional goals. Maria Perez looked around her empty classroom and tried to imagine what it would be like with 27 live first graders. This was "Planning Week," the time teachers had to prepare for the year ahead. Maria had completed her student teaching internship in a school not far from this one. She had worked all summer on unit and lesson plans and was comfortable with what she wanted to teach. She wasn't sure about her classroom management plans, however. "How in the world willI get all those rambunctious kids to sit quietly and pay attention?" she wondered. She had watched veteran teachers and saw that they were able to keep the lid on, but she wanted to do more; she wanted to help the children grow-in every sense of the word. Jeff Thompson, a third-year middle-school teacher, walked around his classroom, trying to ~~~M~e~~ / "The room looks great," he thought. Having survived two years of up-and-down teaching, Jeff wanted this year to be different. Students liked his science classes, but more noise and confusion than appropriate was common. He realized that some noise was in­ evitable, but his students seemed to be constantly testing him. If only he could get them to willingly cooperate. If only.... THE IMPORTANCE OF CLASSROOM MANAGEMENT Historically, both teachers and the public at large have believed that creating an orderly classroom is essential for learning. For example, from the 1960s until the end of the twen­ tieth century, national Gallup polls identified classroom management as one of the most important and challenging problems facing teachers (Elam and Rose, 1995; Rose and Gallup, 1999). It's the number one concern of beginning teachers (Rose and Gallup, 1999), and research indicates that disruptive students are an important source of teacher stress (Abel and Sewell, 1999). Nearly half of the teachers who leave the profession during the first three years do so because of problems with managing students (Curwin, 1992). Classroom management has also been a major concern ofschool policy makers, par­ ents, and the public at large (Elarn and Rose, 1995). Now, as we've moved into the twenty-first century, concerns for safety and order have further increased, in reaction to le e. ie s­ Ie ~- CREATING PRODUCTIVE LEARNING ENVIRONMENTS. 191 highly publicized incidents of school violence. Although incidents involving school vio­ lence receive enormous press coverage an\:rouse fear and concern in both parents and students, incidents such as these in schools ~, rare; it's the day-to-day job of establishing and maintaining orderly, learning-focused classrooms that requires so much teacher effort. Commonly overlooked in discussions of management and discipline is the role of effective instruction. Research indicates that it is virtually impossible to maintain an or­ derly classroom in the absence of good teaching and vice versa (Doyle, 1986). To emphasize this important relationship, in this chapter we'll emphasize teachers' ability to create a productive learning environment, which is a classroom that is orderly andfocuses on learning. In it students feel safe, both physically and emotionally, and the day-to-day routines-including the values, expectations, learning experiences, and spo­ ken and unspoken rules and conventions-are all designed to help students learn as much as possible (Tishman, Perkins, and Jay, 1995). In productive learning environments, classroom order and effective instruction are in­ terdependent (jones andJones, 2001). We discussed effective instruction in Chapters 4 and 5, and now we focus on classroom management, the other component of this relationship. The importance of classroom management for learning is difficult to overstate. In a comprehensive review of factors influencing learning, researchers concluded, "Effective classroom management has been shown to increase student engagement, decrease dis­ ruptive behaviors, and enhance use of instructional time, all of which result in improved student achievement" (Wang, Haertel, and Walberg, 1993, p. 262). Students learn more in an environment that is clean, orderly and safe, and an orderly environment is one of the characteristics of an effective school (Teddlie and Reynolds, 1988). CLASSROOM MANAGEMENT: A DEFINITION Classroom management consists if all the teacher thoughts, plans, and actions that create an orderly learning environment. As examples of the broad array of teacher actions that fall under this umbrella, consider the following: '\, Jacinta Cortez has her first graders practice the routines of finishing seatwork and putting it in folders in front of the room. She has them finish a short assignment and then walks them through the process of taking the paper, filing it efficiently, and returning to their desks. Gary Evans has a list of five rules written on a piece of poster paper in the front of the room. Each morning, he gives his fourth graders an open envelope with three slips of paper in it. When a rule is broken, he first warns the student. The second time the student breaks a rule, he goes to the student's desk and takes one of the slips. Any students who lose all three slips in a day write notes home explaining why they must stay after school. Students who lose no more than two slips during the week are given a free hour Friday af­ ternoon when they can bring treats and play games. Rose Sosa always carefully prepares each morning for her American history class. "These kids are sharp, and their disagreements are animated," she comments to a colleague in the faculty workroom. "If I'm not prepared, they know it, and their discussions get a little out of hand. They're good kids, though, so all I have to do is tell them to tone it down a little, and they're fine." 192 • CHAPTER 6 VV'NW.ablongman.comikauchak4e Each of these situations is different from the ~ers, but they're all part of the man­ agement process. Jacinta teaches small children wh~need to learn classroom routines; Gary developed a plan for systematically enforcing rules; and Rose spent much of her effort in planning for instruction. Planning and organization, routines and procedures, and systems for handling disruptions are all part of effective classroom management. Management Goals: Learning and Self-Regulation We have two goals when we attempt to create productive learning environments. The first is to promote as much learning as possible, and teachers should continually ask them­ selves if their management system contributes to student learning (Morine-Dersheimer and Reeve, 1994). Our second goal is to develop in students the ability to manage and direct their own learning. The classroom environment becomes "one vehicle for the en­ hancement of student self-understanding, self-evaluation, and the internalization of self­ control" (McCaslin and Good, 1992, p. 8). To accomplish both of these goals, teachers should try to communicate a responsibility rather than an obedience orientation (Curwin and Mendler, 1988). An obedience model of management teaches students tofollow rules and obey authority, using rewards and punish­ ment. The goal is conformity. By contrast, a responsibility model ofmanagement helps students make appropriate choices and learnfrom their actions and decisions. Teachers help students learn to be responsible by explaining the reasons for rules and applying logical conse­ quences, which are effects that are conceptually linked to behaviors. Let's look at an example. Jason, a high-energy sixth grader, for some unknown reason decided to spit on the door of his bedroom. His mother, Vicki, wanted to make him wash the door. Matt, his father, wanted to punish him by restricting his freedom. Washing the door is a logical consequence. Jason spit on it; he washes it. The act and the consequence are conceptually linked. In contrast, restriction isn't related to the action; it's not a logical consequence. Restriction might result in conformity. but it doesn't directly teach Jason that he's accountable for his actions. Logical consequences communicate to students that the world is a sensible and or­ derly place, that actions have consequences, and that we are responsible for our actions. Let's look at another example. The kindergarten boys found a lovely mud puddle in the playground during recess. They had much fun running and splashing and then came back into the room wet and dripping and proceeded to leave muddy footprints allover the room. Their teacher, using logical consequences rather than punishment, called them aside for a conference. "Boys, we have two problems here. One is that you have made our classroom very dirty and it needs to be fixed so that the other children don't get wet and dirty. What can you do to fix it?" One little boy suggested that they could mop the floor. "Good idea!" said the teacher. "Let's find our custodian, Mrs. Smith, and you can get a mop fi-om her and mop the floor. Now what about our other problem, your dirty clothes?" "We could call our mothers and ask them to bring us clean clothes!" suggested one boy. k4e an­ aes; her .res, The em­ mer and : en­ self­ CREATING PRODUCTIVE LEARNING ENVIRONMENTS. 193 yo~others "Another good idea," said the teacher. "But what if are not home?" This was a tougher problem. "I know," one boy finally said, "we could borrow some clean clothes from the lost and found box!" "Good thinking," said the teacher. 'And what can we do so that you don't lose so much time from class again?" "Stay out of mud puddles!" was the reply in unison. (McCarthy, 1991, p. 19) By helping students see the relationships between their actions and the problem, the teacher was not only solving the inunediate problem but also teaching students how to take responsibility for their actions. Research shows that children who are helped to un­ derstand the consequences of their actions on other people become more altruistic and are more likely to take actions to make up for their misbehavior (Berk, 2000). Creating Responsibility..Oriented Classrooms bility odel inish­ helps dents lIlSe­ k.. ul or- n er a :So7" Teachers' interactions with students are central to the development of responsibility. Re­ search on parenting styles and their effects on children provide us with some guidelines. Three distinct parental interaction styles were identified, and these patterns had clear effects on children (Baurnrind, 1973, 1991). Authoritarian parents valued confor­ mity, were emotionally detached, didn't explain their reasons for rules, and discouraged discussions about issues related to behavior. Their children tended to be withdrawn, and they worried more about pleasing their parents than solving problems. Permissive parents, by contrast, had few expectations for their children and gave them total freedom. This freedom didn't result in happiness or growth, however. Children of permissive parents were immature, lacked self-control, and were anxious and uncertain. Authoritative parents were firm but caring. They had high crPectations, were con­ sistent, and explained the reason for rules. Their children were more confident and se­ cure, had higher self-esteem, and were more willing to take risks. Similar styles have been identified in teachers; effective teachers tend to be more authoritative than authoritarian or permissive. They establish rules and procedures and take the time to explain why they're necessary. They have high expectations for their students, and they're supportive as students attempt to meet their expectations. When disruptions occur, effective teachers quickly intervene, solve the problem, and return just as quickly to the learning activity. Like authoritative parents, they are firm but car­ ing, they establish rules and limits, and they expect students to demonstrate self-control. In time, students in their classrooms become self-regulated learners. Management: An Historical Perspective Before continuing, let's put classroom management into historical perspective and see how research has affected the views we hold today. Leaders in the area haven't always focused on the teacher as a manager of classroom activities and creator of productive learning environments. Early research viewed the teacher as either a clinical practitioner or an effective disciplinarian (Doyle, 1986; Jones and Jones, 2001). 194 • CHAPTER 6 www.ablongman.com/kauchak4e teacher'~ The clinical practitioner view stressed the as counselor/therapist. Ac­ cording to this view, if the teacher understood the causes of disruptive behavior, they could be solved. This approach proved inadequate for two reasons. First, it considered the teacher's primary management role to be a counselor and therapist. While every teacher needs to be sensitive and responsive to students, and teachers should be caring listeners, counseling is not teachers' primary role. Rather, they arc expected to promote learning and responsibility in their students. The second reason was logistical. It's impossible for elementary teachers with 25 or more students, or secondary teachers with up to 150 students, to spend the time needed to work on each student's individual problems. That's what school counselors and psy­ chologists are hired to do. This doesn't suggest that teachers never deal with manage­ ment problems on a one-to-one basis. As a general approach, however, it's impractical. A second perspective viewed classroom managers as disciplinarians. An effective manager, for example, would be one who could quickly quiet a class down when they get too noisy or get kids back in their seats after a disturbance. Research, however, didn't support this view, and the story behind this research is interesting. Jacob Kounin (1970) is primarily responsible for turning our attention away from discipline or intervention strategies to more preventive management-oriented ap­ proaches. But he didn't do so without some fitful starts. He began his inquiry with the hypothesis that effective classroom managers use "desist" strategies that both stop the immediate misbehavior and have a "ripple effect" on other students. In examining these strategies, he focused on teacher variables such as language clarity and the intensity of the desist. For example, 'Johnny, please stop talking" is clearer than the statement "Class, pay attention," and "Get to work, now," is firmer than "I think we better get working." Tone of voice and the length of the reprimand were also studied as part of in­ tensity. He then measured the amount of time students were attentive and the number of disruptions in the classroom. However, no relationship between the ~t strategies of less and more effective classroom managers was found. Reanalysis of the data provided some interesting information. In a study of 40 first- and second-grade classrooms from both suburban and inner-city classrooms, he identified a variable called "withitness," Teachers exhibit withitness if they are aware of the total classroom environment and can work with a student individually without losing track of the rest if the class. Kounin described this skill as having" eyes in the back of the head." Actually, awareness is only part of it; the other part involves communicating this abil­ ity to students. Teachers do so by continually watching for obstacles to learning and nipping problems in the bud before they interfere with the class as a whole. "Withit" teachers are constantly scanning the room and monitoring students' learning progress and behavior. What is the opposite of a "withit" teacher? We've all seen teachers who talk to a student with their backs to the rest of the class, lecture to the ceiling while several indi­ viduals are daydreaming or talking to each other, or sit with paperwork at their desk while students who are supposed to be doing seatwork are going wild. Other problems include reprimanding the wrong student for misbehavior or correcting a less serious in­ fraction while overlooking a more serious one. Some of us have probably been punished for retaliating after we have been poked, while the original perpetrator gets off free. Each of these examples suggests that the teacher is not aware ofwhat is going on in the classroom-that is, isn't "withit," auchak4e Jist. Ac­ lor, they nsidered Ie every e caring oromote rh 25 or ~ needed md psy­ nanage­ Tactical. effective len they T. didn't -, CREATING PRODUCTIVE LEARNING ENVIRONMENTS. 195 Beyond the immediate variables it identified, Kounin's work strongly influenced the classroom management studies that followed. Earlier research had framed questions in terms of simple cause-and-effect relationships; that is, if the teacher reprimanded a stu­ dent, for example, then the student either did or did not stop the misbehavior. Research following Kounin's work viewed classrooms as complex systems in which teacher actions determined only part of the flow. Philip Jackson's book Life in Classrooms (1968) also was influential in helping researchers understand the complex tasks that teachers face. In ad­ dition, researchers switched to more detailed observational systems that examined the ways that effective teachers orchestrated the complexities of their classrooms. One of the problems researchers encountered was the near invisibility of an effec­ tive teacher's actions in a productive learning environment; they were so efficient that it was difficult to pinpoint specific actions that made a difference. In hindsight we see that this was one of the most important findings of this literature. Effective classroom man­ agement doesn't involve simple formulas or single actions. Rather, it's the interaction of multiple factors and strategies, many of which have been considered in advance. This leads us to the topic of planning for efficient management. av from lied ap­ ,.irh the stop the ng these msity of arernent -rrer get rt ofin­ number :egies of ,- of 40 oms, he au-are oj r track of ~ head." lis abil­ ing and iNirhit" srogress alk ro a :al indi­ it- desk oblems ousm­ ~.: .~ •• :rr PLANNING FOR CLASSROOM MANAGEMENT Few veteran teachers would think of getting up in front of a group of students without planning for what they were trying to accomplish. As we saw in Chapter 3, they write less on paper than they did when they began teaching, but they are very clear, never­ theless, about what they want to accomplish and how they will go about it. The need to plan for classroom management is no less important, but beginning teachers often fail to consider plans for managerJnt (Weinstein, Woolfolk, Dittmeier, and Shankar, 1994). This oversight is a major mistake. Effective teachers plan and con­ sider strategies for management with as much effort as they put into lessons. This proac­ tive planning makes their interactions with students both easier and more enjoyable. In planning for management, a long-term goal should be the development of stu­ dents who assume responsibility for their own behavior. Research on learning (Brun­ ing, Shraw, and Ronning, 1999) and motivation (Pintrich and Schunk, 1996) highlights me importance of students' belief in themselves as self-regulated and capable students. Let's see how teachers at different levels attempt to teach this. Felicia Perez works with inner-city first graders. She describes her goals in this way: "I try to teach each student a sense of individual responsibility. We have choice time in the after­ noon, when students get to select an activity or game and pursue it. They're on their own and I'm trying to get them to think about and take responsibility for their own behavior." Jeff Thompson teaches middle school science. His management goals are "to develop in them the ability to manage their own learning. I purposefully give them free time to work on individual projects. I want them to experience freedom and responsibility. Labs are es­ pecially difficult for them because there is all that equipment to mess around with. But we talk about it beforehand and we work with it. I'll even leave the room for a minute or two and stand outside in the hall and listen. I want to give them the feeling that they're in charge. Does it always work? No, but we're making progress." 1 j 196 • www.ablongman.comlkauchak4e CHAPTER 6 self-co~ don't just happen. They develop over time Individual responsibility and through the efforts of teachers who plan for and teach these goals. Your plans for man­ agement should consider three aspects of your classroom environment: • The characteristics of your students • The physical environment in your room • Classroom rules and procedures Your classroom's physical arrangement and your rules and procedures will depend on the characteristics of your students, so we consider this factor first. Student Characteristics Whom you teach determines how you teach, and this is also true for management. As we saw in Chapter 2, some students pose greater management challenges than do oth­ ers. In studies of lower elementary classrooms, for example, researchers found high­ achieving students to be on task almost twice as much of the time as low-achieving students (Levin, Libman, and Amaid, 1980; Shimron, 1976). In addition, low achievers were idle or involved in inappropriate activities almost three times as often as high achievers. Some children learn to discipline themselves and take responsibility even when they're young, whereas others don't, and this accounts for some of these differ­ ences. Other differences result from the quality of the instruction and its match with students' needs and abilities. Whatever the reason, different students pose different man­ agement problems, and rules and procedures must be adapted to these differences. For example, classes composed of mostly low achievers will need to be more highly struc­ tured than will classes composed of mostly high achievers. The developmental age of the learner also influences the management plans a teacher makes (Charles, 1999). Children at different stage~derstand and interpret rules and procedures in different ways. Some of these differences are outlined in Table 6.1. Although these differences between developmental stages and ability groups suggest different emphases and approaches, the same basic principles that work with one type of student work with others. All students-high or low achievers, cultural minority and nonminority, and high or low socioeconomic status-need understandable sets of rules and procedures that are consistently enforced. And research examining learners with ex­ ceptionalities who are mainstreamed into regular classrooms suggests they respond to the same supportive and structured approach (Hardman et al., 1999). In addition, all students require a management system that is systematic and comprehensive, begins on the first day of class, and is maintained throughout the school year. The Physical Environment "l can't see the board." "I didn't get a worksheet. Kevin didn't pass them back." "What did she say? I couldn't hear her!" CREATING PRODUCTIVE LEARNING ENVIRONMENTS. e Ji~ 197 _ e Stage Description Stage 1: Lower primary Students in the lower primary grades are generally compliant and oriented toward pleasing their teacher; their attention spans are short, and they tend to break rules more from simply forgetting or not fully understanding them than for other reasons. Rules must be carefully and explicitly taught, modeled, practiced, and frequently reviewed with students at this age. Role playing and positive reinforcement for compliance can help solidify the rules in students' minds. Stage 2: Middle elementary This level is characterized by children who understand the game of schooling and generally are still interested in pleasing the teacher. Many elementary teachers believe this age group is the easiest to teach and manage because of these characteristics. Rules are easier to (re)teach at this level, and the teacher's central management task becomes one of maintenance and monitoring. Stage 3: Middle and junior high This stage spans grades seven through about nine and includes the tempestuous period of adolescence. As students become more oriented toward their peers, authority is questioned more often, and more disruptions result from attention seeking, humorous remarks, horseplay, and testing oflimits. Classroom management can be demanding at this stage. Motivating students and maintaining compliance with the rules are the teacher's major tasks. Stage 4: High school In the later high school years, students mature, becoming more personally adjusted and more oriented toward academic learning. Management becomes easier, and more time and energy can be devoted to instructional tasks. d a­ hD •• 1GIl The physical environment is a second planning consideration, and the question we're trying to answer is, "How can I arrange the room to maximize order and learning?" Several guidelines aid our decisions. First, all students must be able to see the board, overhead projector screen, maps, and other instructional aids. Su~prisingly, some teach­ ers don't consider this factor. For example, they display information on an overhead, but the projector itself obstructs the view of several students. As a result, those who can't see crane their necks, bumping other students in the process (who protest out loud), or they shout from the back of the room that they can't see. In other cases, the material dis­ played on the overhead (or information written on the board) is too small to be seen clearly by all the students. Both management and learning suffer. In addition, the room should be arranged so the teacher can move from one instruc­ tional aid to another, such as from the overhead to a map, without students having to turn their desks or, if possible, even to shift their bodies. Something as simple as rotating 90 de­ grees in a desk can disrupt the flow of an activity for a lively, rambunctious student. Materials, such as paper and scissors, should be accessed with a minimal amount of disruption, and procedures for using the drinking fountain, sink, and pencil sharpener should be specified. Many teachers make their desks and storage areas off limits without permission. Seat arrangements have been researched and, not surprisingly, researchers have found that the best arrangement depends on the learning situation. In some studies, 198 • www.ablongman.com/kauchak4e CHAPTER 6 effectiv~nnett and Blundell, 1983), whereas clus­ rows have been found to be most ters of four or five desks, or circle patterns, are more desirable in others (Rosenfield, Lambert, and Black, 1985). Teachers should try different arrangements and select the one that works the best for them. Consider the following problem encountered by a seventh-grade teacher. PriscillaLopez had 33 seventh graders in a room designed for a maximum of27, and as a result the students were very close together. She tried arranging the desks in her room in a two-ring semicircle with the outer row behind the inner. She soon moved the desks back to their original positions. She explained the move in this way, "They weren't trying to be disruptive," she told us. "But as they faced each other across the front of the room, they would inaudibly mouth questions like, 'What are you doing tonight?' or they would be pinching each other on the rear ends. They couldn't han­ die it, so I went back to a standard arrangement of rows. Interestingly, my advanced kids were okay. Once I told them, it was enough." This example illustrates the need to consider both the physical arrangement of the room and the characteristics of the students as we plan for management. Priscilla exper­ imented with different arrangements and found the one that was most effective for her students. Where individual students should sit is another issue. Several factors affect this ques­ tion. First, for students in the fourth or fifth through the eighth or ninth grades, the so­ cial aspects of schooling increase, and who sits next to whom becomes important. Second, research has identified an "action zone" in classrooms; students seated in the center or front of the classroom tend to interact more frequently with the teacher; the number of behavioral problems increases as students sit farther away (Adams and Biddle, 1970). Students in the back and corners of the room are more likely to be off task than those close to the front or the teacher's desk. In response to these factors, some teachers change their room arrangement and stu­ dent seating charts on a regular schedule, both for the sake of variety and to put differ­ ent students at the front of the room. They use seat assignments strategically as a management tool to help students become involved and to maintain that involvement throughout the day. Many effective teachers begin the school year with arbitrary seat as­ signments, planning to make changes after they've had several weeks to observe the pat­ terns of behavior that evolve. Should students be allowed to sit where they want? If you are a new teacher, a bit anxious about management, or have had management problems in the past, this proba­ bly isn't desirable. Later, it can be used as a reward for good classroom behavior with the condition that the good behavior continue. In short, student choice is a privilege, not a right, and it may not be possible in the lower elementary grades, where self-control hasn't yet developed. Classroom Rules: Establishing Standards for Behavior Classroom rules establish standards for acceptable student behavior. The process of creating rules presents an opportunity to help learners think about their rights and responsibili­ CREATING PRO~TIVE LEARNING ENVIRONMENTS. 199 ties in your class. By establishing standards for behavior they help make the classroom predictable and eliminate uncertainty. The value of rules is well documented. When they're clear, specific, and enforced, student behavior improves (Emmer, Evertson, Clements, and Worsham, 2000; Evert­ son, Emmer, Clements, and Worsham, 2000). As Kounin discovered, effective managers prevent misbehavior rather than eliminate problems after they occur. Rules, established in advance, are a cornerstone in this process. Some ways of establishing rules are better than others. Guidelines are outlined in Figure 6.1 and discussed in the paragraphs that follow. We see "student involvement" at the top of Figure 6.1. Involving students in the process is consistent with a responsibility model of management and has three impor­ tant benefits: • It promotes a sense of ownership, increasing the likelihood that students will follow the rules. • It emphasizes student self-control and personal responsibility. • It treats students as moral thinkers, helping them see the values, such as respect for others, behind rules. As teachers have worked with their students, they've found it helpful to refer to the Golden Rule, emphasizing how rules establish broad guidelines for treating others in the same way we want to be treated. Rules must be consistent with the policies of the school and district. This statement may be obvious, but we include it as a reminder to check these policies before you pre­ pare your own classroom rules. Your list of rules should be as short as possible. No specific number exists, but five is often cited as a guideline. The number of rules to follow should be short enough for stu­ dents to remember. Interestingly, the most common reason students break rules is simply because they forget. This tendency is particularly true with young children, but it is often r~ 6. ( Guidelines for Developing Rules 200 • CHAPTER 6 \ www.ablongman.com/kauchak4e the case with older students as well. For example, middle school and high school students are sometimes given legal-size sheets of paper with long lists of single-spaced rules, the rules are discussed on the first day of class, and they aren't referred to again until they're broken. Under these conditions, we all would forget. The solution is to identify a short list that you intend to enforce consistently. Some examples might include: • • • • • Speak only when given permission by the teacher. Remain in your seat until given permission to leave. Bring all materials to every class. Keep hands and materials to yourself. Treat the teacher and your classmates with respect. These rules pertain to most if not all classrooms. For example, researchers have found that up to 80 percent of classroom management problems involve students talk­ ing inappropriately, and much of the remaining 20 percent are related to students' being out of their seats without permission or failing to bring books, pencils, or notebook paper to class (Jones and Jones, 2001). Teachers, particularly at the middle and junior high levels, also complain about stu­ dents' tendencies to hit, poke, shove, grab, and "fiddle" with each other and each other's belongings. If the rules we identified were consistently enforced, most management problems would cease to exist. In discussing rules with students, state them clearly and specifically. For example, compare the following rules: a. Always come to school prepared. b. Bring your book, notebook, paper, and pencil to every class. Rule b is specific in describing the desired behavior; its meaning is clear. In contrast, rule a requires additional interpretation; interpretation adds to uncertainty, and, in ex­ treme cases it can lead to misunderstanding and controversy. When rules are stated in more general terms, such as "Treat the teacher and your classmates with respect," ex­ plain and provide examples of obeying the rule and other examples that illustrate break­ ing the rule. In presenting rules, carefully explain the reasons for them. Providing reasons for rules may be the most important guideline that exists. It demonstrates that rules aren't arbitrary, and as we emphasized earlier, it communicates that the world is a sensible and orderly place. This might be as simple as explaining why one person talking at a time is necessary for learning, or it could involve a longer discussion about the need to respect the rights of others. It's impossible to implement a "responsibility model" of management without ex­ plaining the reasons for rules, and we can't emphasize its importance too strongly. Finally, plan consequences. Plan for what you will do when students break rules, and communicate these consequences to the students. Many teachers have difficulty with management because they're uncertain about how to respond when rules are bro­ ken. Planning helps eliminate much of this uncertainty. In considering consequences, student characteristics are important. High school students may need only a simple reminder, and consequences may be unnecessary. On the other hand, with younger students you may have to consistently enforce rules with specific consequences until they're socialized into your classroom routines. CREATING PROD,CTIVE LEARNING ENVIRONMENTS. 201 ~ 6.Z SAMPLE CONSEQUENCES FOR BREAKING OR FOLLOWING RULES Consequences for Breaking Rules First infraction Name on list Second infraction Check by name Third infraction Second check by name Fourth infraction Halfhour of detention Fifth infraction Call to parents Consequences for Following Rules A check is removed for each day that no infractions occur. If only a name remains and no infractions occur, the name is removed. All students without names on the list are given 45 minutes of free time Friday afternoons to do as they choose. The only restrictions are that they must stay in the classroom and must not disrupt the students who didn't earn the free time. Source: L. and M. Canter(1992). Assertive Discipline. In their very popular but controversial approach, Assertive Disci­ pline, Lee and Marlene Canter (1992) advocate planning consequences for both breaking and following rules. The system describes specific reinforcers that are given for following the rules and punishers that are administered for breaking them. A sample set of rein­ forcers and punishers is illustrated in Table 6.2. Plans can vary, of course, and the consequences you choose depend on your pro­ fessionaljudgment. These differences aren't important. What is important from an as­ sertive discipline perspective is the fact that teachers specifically plan consequences for each infraction. Assertive discipline is controversial. Critics charge that it's punitive, pits teachers against students, and stresses obedience and conformity at the expense of learning and self-control (Curwin and Mendler, 1988; McLaughlin, 1994). Supporters disagree, con­ tending that its emphasis on stated rules and positive reinforcement is proactive and ef­ fective (Canter, 1988). Regardless of the controversy, the program has been widely used. It is difficult to find a school district in the country that hasn't had at least some exposure to assertive discipline; estimates suggest that more than 750,000 teachers have been trained in the program (Hill, 1990). Procedures: Creating an Efficient Learning Environment Procedures establish thepatterns that learners willfollow in theirdaily activities. As opposed to rules, which are few in number, the typical classroom will have procedures for all 202 • WW'N.ablongman.comikauchak4e CHAPTER 6 routine classroom activities. For instanc\ procedures will exist for putting materials in folders, passing in and returning work, bathroom passes, changing activities, going to lunch, and many other activities. With high school students, who understand the game of school, establishing procedures is quite simple and planning for them is fairly easy. In contrast, planning procedures for a kindergarten or first-grade class requires careful consideration. They must be taught, explained, and monitored carefully at the beginning of the school year. As procedures become established, they become routines. This is your goal. Rou­ tines are invaluable to both teachers and students. They simplify teachers' days by re­ ducing the number of decisions they must make and allowing them to devote their emotional and physical energies to instruction. They help students by communicating expectations and making the environment predictable. As a simple example, if students know they are to come in and get out their homework while the teacher checks atten­ dance, the teacher doesn't have to spend time or energy reminding them. Some general areas where procedures need to be considered are listed in Table 6.3. Planning for them is essential for the smooth functioning of your classroom. To illustrate the amount of detail needed in considering procedures, we've broken down one area-beginning of class-into subareas (see Table 6.4). While the amount of detail may seem overwhelming, it is important to think about these factors, considering the ages of your students, and the school you teach in. Talking to other teachers can be invaluable here. Find out what procedures teachers in earlier grades and other class­ rooms use and build on this foundation. Don't feel obligated to follow other teachers' procedures, but when you deviate from those regularly used in your school, make sure you take the time to teach and explain these differences to your students. As with planning rules and consequences, the specific procedures aren't essential; thinking about and planning for them in advance is. ~ 6.3 AREAS FOR CONSIDERING CLASSROOM PROCEDURES Procedural Area Concerns 1. Entenng classroom!beginning of period What should students do when they enter the classroom? 2. Large-group instruction What are the rules for participation (e.g., should students raise their hands to respond)? 3. Individual! small-group instruction What should students do when they need help? When they're done? 4. Materials and equipment How are papers handed in and back? What about tape and scissors? 5. End of period How do students leave the classroom (e.g., does the bell or the teacher signalpermission to leave)? 6. Out-of-room policies How do children receive permission bathroom or go to the main office? to use the CREATING PRODUCTIVE LEARNING ENVIRONMENTS. 203 Area Questions 1. Entering class Should students go directly to their seats when they enter the class? Can they talk? Can they walk around the room? Is there an assignment on the board? 2. Attendance How will the teacher take attendance? What about tardies (e.g., do they go to the office to remove their names from the absentee list)? 3. Previous absences Is a note from parents required? What about missed work (e.g., homework and quizzes)? 4. Logistics What about lunch count? Milk money? Special schedule for the day (e.g., assemblies, PE, etc.)? IMPLEMENTING MANAGEMENT PLANS II is August 29, Yolanda's first day ofkindergarten. She has been to the school before to see her brother in a play and to attend the Fall Carnival. She has heard about school from her brother and parents, but still she is not sure what to expect. Her dad walks her to school, and she feels good. The sun is warm, and she is excited. As she gets closer to school. she notices all the people and cars. Her dad helps her thread her way through the crowds to her classroom. She sees some familiar faces of neighborhood playmates, but most of the people are strangers. The teacher approaches her, smiles, welcomes her, and takes her to her desk just as the bell rings. She sits down, apprehensively, not sure what to do next. Jim, too, is excited about his first day of school. He is in fifth grade and is looking forward to playing on the playground before school and seeing all of his old friends. When he arrives at school. the playground is just as he expected---chaos. He goes over to the baseball diamond where some of his friends are playing catch and halfheartedly trying to get a game going. Soon the bell rings, and the students funnel into the school. Jim knows the name of his teacher and the location of the classroom. Reputation has it that he is strict but good. The teacher stands at the door and directs each student to find the desk with his or her name on it. As the teacher moves to the front of the room, Jim thinks, "I wonder what this year will be like." Delia is beginning her junior year of high school. In addition to the rest of her schedule, she laking advanced placement American history, even though she was in standard world history as a tenth grader. She is excited to be in school this first morning but somewhat anx­ IOUS about the honors class. After the perfunctory homeroom discussions of pep rallies and "mer activities, the bell sends her to first period, where Mrs. Perez waits. As she enters the class, she notes a sign on the board: "Seat yourself and fill out the card on your desk." For better or for worse, she is in advanced placement American history. IS These examples have two things in common. First, each involves students beginning the first day of school with expectations and apprehensions. The expectations result frorn 204 • CHAPTER 6 www.ablongman.com/kauchak4e past experience or descriptions of e\.eriences from others, and the apprehensions result from uncertainty about what is explted. Concern in response to uncertainty is universal. We all feel more comfortable when we know what is expected of us. Teachers address this need when they plan for class­ room management and communicate these plans to students. Second, each illustrates the beginning of school. This crucial period sets the stage • for the remainder of the year. Implementing Plans: The First 10 Days The beginning of the year is crucial for classroom management. It sets the tone and lays the foundation for the rest of the year. A disorganized first two weeks corrununicates uncertainty to students and drains the energy and resolve of the teacher. Suggestions from a number of studies can be summarized in one word-simplify (Erruner et al., 2000; Evertson et al., 2000)! Treat the first day as distinct and view it as the beginning of a long-term effort to teach your rules and procedures. Resist the urge to jump into content; instead, spend the necessary time organizing the class for the rest of the year. Research offers some suggestions. They're illustrated in Figure 6.2 and discussed in the paragraphs that follow (based on work by Vasa, 1984). Plan for Maximum Contact and Control. Plan instructional activities during the first two weeks of class with management concerns a high priority. Use whole-class instruc­ tion rather than small-group work, minimize work with individual students, and keep the number of transitions from one activity to another low. Stay in the classroom and don't allow yourself to become distracted by parents or new students. Teach Rules and Procedures. We cannot overemphasize the importance of explicitly teaching rules and procedures. Teachers often simply "present" their rules, which is much like teaching a concept or principle in the abstract. Students construct understanding of r~ 6.2 Guidelines for the First Day of Class CREATING PRODUCTIVE LEARNING ENVIRONMENTS. 205 ~erstanding rules and procedures, just as they construct of any concept, principle, or generalization. So just as you would provide examples to teach the concepts arthropod or metaphor, for example, you must provide examples to help your students understand rules and procedures. Let's look at how one teacher does this. A second-grade teacher begins her first day of class by having students write their full name on a card and taping the name tag to their shoulder with masking tape. Her instructions to her class begin. Teacher: Now, everyone, when I teach I have some rules that are necessary. My first rule is that when we're having a discussion, it is very important to me that you wait and stay completely quiet untill calIon you. I will calIon each ofyou as we go along, so you must wait your turn. Now, what is the first rule, Sidney? Sidney: ... We don't talk until you calIon us. Teacher: Yes, exactly, Sidney. So if I calion Sharon and she is having a hard time answer­ ing the question, what do you do? Carlos? Carlos: I ... wait. I don't say anything. Teacher: Yes, excellent, Carlos. And why do you suppose this rule is so important? Kim? Kim: If ... if we shout out answers, other kids can't hear. Teacher: That's right, Kim. That's very important. And it's also important that we all get a chance to think about and practice on the ideas we're learning. So, we must wait our turn. The teacher in this case actually "taught" students the rule, much in the same way she would teach any concept. She presented and explained it, followed with an exam­ ple, and explained why the rule was important. Time and effort is well spent on this process. It eliminates problems before they begin and results in a more smoothly func­ tioning classroom throughout the year. Some teachers display the rules on a front bulletin board, a portion of the chalk­ board, or some other prominent place. Others prefer to hand out rules on a sheet of paper and discuss them. How the rules are displayed isn't an important issue; the essen­ tial factor is that they are carefully taught, reviewed, and reinforced. Our goal is for all students to be aware of all our rules at all times. Teaching procedures is similar to teaching rules. Researchers have found that effec­ tive primary teachers actually have young children practice "dry runs" on procedures like putting papers in folders at the front of the room and using and returning materi­ als, such as scissors (McGreal, 1985). They do two or three dry runs each day for the first few days, and the patterns then become firmly established. Some essential procedures that should be considered the first few days include: • • • • Entering and leaving the classroom Using materials and facilities, such as the pencil sharpener Using the bathroom Turning in assignments Enforce Rules with Consistency. Monitor and enforce rules with complete consistency during this period. Your goal is to make the management environment completely 206 • CHAPTER 6 \ www.ablongman.comlkauchak4e predictable. You want all students to know what the rules are and that you will inter­ vene immediately when a rule is broken. For instance: The second day of class, Glen Stancil began reviewing problems for finding the area of rectangles with his sixth graders. He knew that they had covered the topic in fifth grade, but he wasn't sure of their understanding. He displayed a problem and began, "What's the first step in the solution? ... ToniT "We multiply," Susan jumped in. Glen turned directly to Susan and asked firmly but evenly, "Susan, what was the first rule we discussed?" "We ... don't talk until you call on us." "Yes, exactly. Very good. Thanks, Susan. Now, what are we asked for in the prob­ lem, ToniT Despite a teacher's careful efforts to teach rules in the first few days, students will still break them, usually because they simply forget or slip up. Each time this happens, successful teachers take the time to stop and immediately remind the students of the rule and why it is important. This is what Glen did. While most students comply with the rules when they are carefully taught and re­ viewed, some students test us; in these cases, it is even more important that rules are monitored thoroughly and consistently. We pass the test by dealing with the infraction before continuing on with our instruction. Instruction may be disrupted by these management interventions during the first few days of the year. However, we cannot state too strongly how important it is to estab­ lish the patterns you expect for the remainder of the year during this period. Unfortu­ nately, we've seen many examples of teachers near the end of the first or second grading period who are still trying to teach over students who are visiting with each other in the back of the room, goofing off, or even sitting with their backs to the teacher. Learning can't occur under these conditions. Time spent establishing desired patterns during the first two weeks will pay enormous dividends during the rest of the year. Communicate Openly and Congruently. Communicate openly and congruently with your students. Notice, for example, that Glen intervened directly and firmly when Susan broke the rule. In Chapter 5, we discussed the need for congruent verbal and nonverbal behavior. This congruence is particularly important in dealing with manage­ ment issues. Telling students to be quiet as we glance over our shoulders at them com­ municates a different message than moving toward them, facing them directly, looking in their eyes, and then telling them to stop talking. There is, however, no place in the classroom for threats and ultimatums. They de­ tract from a positive climate and reduce the teacher's credibility. Open and honest com­ munication makes the teacher accessible and human without reducing authority. It enhances the dignity of both the students and the teacher. Involve Parents. Research indicates that students benefit from home-school coopera­ tion in several ways: • More positive student attitudes toward school as evidenced by better atten­ dance rates CREATING PRODUCTIVE LEARNING ENVIRONMENTS. 207 • Higher academic achievement and greater willingness to do homework • Increased understanding and s\pport from parents (Cameron and Lee, 1997; Lopez and Scrib'" 1999) One teacher's efforts to involve parents from the beginning ofthe year are illustrated in Figure 6.3. This communication serves at least three functions. First, the students' parents are made aware of important rules and procedures. As a result, when students leave the house in the morning, parents will be more inclined to say, "Do you have your homework with you?" or "Do you have paper?" Unfortunately, not all parents will be helpful or cooperative, but if the letter increases the support in only a few, you are ahead of where you would have been. Second, the letter communicates that the teacher is accessible to parents. It also paves the way for further communication should the teacher need to call parents about some issue later in the year. Finally, the signature at the bottom symbolizes a form of commitment to the rules and procedures on the part of both the student and their parents; it's a type of contract. As a result, serious infractions are less likely to take place. Communication can be enhanced in other ways. A simple handwritten note sent home with a child who has been doing particularly well takes only a minute and can do much to promote a positive home-school partnership. Periodic phone calls, while ad­ mittedly time consuming, can help with both management and achievement problems. This pattern can also be established in the first two weeks. Getting a phone call during the first two weeks of school communicates that the teacher is on top of things and that he or she cares about the student. The most common parental complaint we hear is "Why weren't we told he was misbehaving?" or "We never knew he was having trou­ ble in history." You are much more likely to have problems with parents by not com­ municating than you are by being a little overzealous at the beginning of the school year. Learner Diversity: Challenges to Home-School Communication Student diversity is an asset; it provides opportunities for students to learn about them­ selves and others. However, diversity can also present barriers to a teacher wanting to establish links between home and school. Some include: • Economic barriers • Cultural barriers • Language barriers Economic Barriers. Communication and the development of links between home and school take time. Parents working two jobs and struggling to make ends meet, for ex­ ample, may not have the time or energy to become fully involved in their child's school­ ing (Ellis, Dowdy, Graham, and Jones, 1992). Child care and lack of transportation are other potential obstacles. Research indicates that parents do care about their children's education but that schools need to be flexible in working with them (Epstein, 1990). Cultural Barriers. Many of our students' parents experienced a very different educa­ tional system than the one their children are in, and they may not understand our goals, rules, and procedures in the way we intend. For example, one study found that 208 • www.ablongman.com/kauchak4e CHAPTER 6 September 30, 2001 Dear Parents and Students, \ It was a pleasure meeting so many of you during our open house. Thank you for your cooperation and help in making this year the best one ever for your youngster. I am looking forward to an exciting year in geography, and I hope you are too! In order for us to work together more effectively, some guidelines are necessary. They are listed below. Please read through the information carefully and sign the bottom of the page. If you have any questions or comments, please feel free to call Lakeside Junior High School (272-8160). I will return your call promptly. This sheet must be kept in your student's notebook and/or folder all year. Sincerely, Survival Guidelines 1. Treat your classmates and the teacher with respect. 2. Be in class, seated, and quiet when the bell rings. 3. Bring covered textbooks, notebook, and/or folder, paper, pen, and pencils to class every day. 4. Raise your hand for permission to speak or to leave your seat. 5. Keep hands, feet, and objects to yourself. Homework Guidelines 1. Motto: I will always TRY, and I will NEVER give up! 2. I will complete all assignments. If the assignment is not finished or is not ready when called for, a zero will be given. 3. Head your paper properly---directions were given in class. Use pen or pencil---no red, orange, or pink ink. If you have questions, see Mrs. Barnhard. 4. Whenever you are absent, it is your responsibility to come in early in the morning (8:15-8:50) and make arrangements for makeup work. Class time will not be used for this activity, Tests are always assigned 3 to 5 days in advance. If you are absent the day before the test, you should come prepared to take the test as announced. 5. No extra credit work will be given. If you do all of the required work and study for the tests, there should be no need for extra credit. (student) _ XXf" r~ 6.~ Letter to Parents (parent) I I CREATING PRODUCTIVE LEARNING ENVIRONMENTS. 209 Puerto Rican parents believed S~OIS in the United States were too impersonal and that teachers didn't demonstrate at they cared for children enough (Harry, 1992). Misinterpretation can occur in oth directions. Asian and Latino parents often defer to the school and a teacher's authority in matters of discipline, believing schools are the proper place for handling management problems. Teachers sometimes view this defer­ ence as apathy, not realizing that parents care, but feel that the school's authority shouldn't be questioned (Harry, 1992). This again illustrates the need for open communication. Language Barriers. Language can be another obstacle to home-school cooperation. Some parents speak only halting English, making communication through letters and phone calls difficult and making it hard for parents to help their children with home­ work (Delgado-Gaitan, 1992). The following are some strategies for overcoming lan­ guage barriers: • Ask other teachers or parents to translate letters into parents' native languages. • Use older students in the school to help translate letters. • Involve students in three way parent-student-teacher conferences. Research consistently indicates that parents want to help and become involved (Hoover-Dempsy, Bassler, and Burow, 1995). Teachers need to capitalize on this desire by making every effort to open and maintain communication with parents. The Relationship between Management and Instruction At the beginning of the chapter we said that productive learning environments are or­ derly and focus on learning. We also said that it is virtually impossible to maintain an or­ derly classroom in the absence of good teaching and vice versa. We want to revisit this relationship now. By establishing expectations, rules, and procedures early in the school year, we can devote more of the remaining time to instruction and to monitoring the rules and pro­ cedures we've created. An important measure of a productive learning environment is the extent to which it allows instruction to take place with as little disruption as possi­ ble. If instruction is effective, the need for management interventions sharply decrease. We focus now on three instructional factors that help minimize the likelihood of management problems: orchestration, momentum, and smoothness. • Orchestration. Orchestration refers to the teacher's ability to maintain theflow if a lesson while addressing human and management concerns. A student blurting out, "Can I go to the bathroom?" or the teacher having to say, "Sarah, please turn around," can be disruptive to the lesson. Effective teachers accommodate these potential disruptions without los­ ing the flow of the lesson. Well-established procedures help orchestration. If a procedure for going to the bathroom has been taught and practiced, for example, a quick nod of the head to the one student and a quiet "Sarah, please turn around," can be smoothly integrated into the overall lesson. Overlapping, orthe ability to monitor more than one variable at a time (Kounin, 1970), is closely related to orchestration. It is especially important in elementary classrooms, 210 • CHAPTER 6 www.ablongman.comlkauchak4e where, for example, it is com~n for most of the students to be working at their desks individually while the teacher onducts a small reading group. At the secondary level, tea hers can lose the class while they're dealing with indi­ vidual problems, such as students who were late or absent the day before. Effective teachers have procedures for dealing with these situations, and in cases where contin­ gencies arise they give the class a task and quickly deal with the incident while simulta­ neously scanning the room. In short, they can do two things at once. This isn't easy, but with practice and effort it can be learned. Momentum. Momentum provides the lesson with strength and direction. Lessons with mo­ mentum move at a brisk pace, fast enough to keep learners involved, but not so fast that they get lost. The questioning strategies we discussed in Chapter 5 are important tools teachers can use to help maintain momentum. Momentum can be thought ofas a vector-a line that indicates the strength and di-' rection of a force. Just as forces have direction and strength, so do lessons. Some lesson vectors are weak, barely maintaining the teacher's interest, much less students'. Success­ fullessons actively involve students; they're swept along by the lesson's momentum. Here we again see how management and instruction are interdependent. Students are much less likely to be disruptive when they're actively involved, and it's easier to in­ volve students when the classroom is orderly. Let's see how one teacher established and maintained lesson momentum with a po­ tentially dry topic. I was starting a lesson on the Crusades in my World History class, and I knew that it was deadly last year. The students could have cared less about that old stuff. So 1decided that I would try something different. 1went into the room and said, "I have an announcement. The school administration has just decided that all extracurricular activities will be eliminated in the school. They decided that the benefits didn't warrant the cost, and the purpose of school is for learning, not extracurricular activities." They, of course, were outraged. I let them talk for a few minutes and then [ asked what we might do about it. Well, one thing led to another, and we finally decided that we would be on a "crusade" to get extracurricular activities back into the school. I used it as a framework, and we kept referring back to it as an analogy as we studied the real Crusades. By involving students in the lesson and relating the content to students' own back­ grounds and concerns, the teacher created a powerful lesson vector that carried through the whole unit, Events that drain energy away from the thrust of a lesson detract from momentum. For example, a fire bell during a class in which the novel Old Yeller is being read orally and is corning to its heart-rending conclusion is an example of an out-of-class obstacle to momentum. Teacher-related sources are found in Table 6.5. Smoothness. Smoothness describes a lesson's continuity. When teachers allow lessons to wander or spend too much time interrupting lessons to reprimand students, problems with smoothness occur. Smoothness relates closely to the concept connected discourse, which we discussed in Chapter 4. Some obstacles to smoothness are shown in Table 6.6. 211 CREATING PRODUCTIVE LEARNING ENVIRONMENTS. 7Jte-6.5 - OBSTACLES \0 MOMENTUM Behavior Example Behavior overdwelling Nagging or preaching. Continuing to talk about a misbehavior after it stopped. For example, "How many times do I have to tell you to stop that talking?" or "This is the third time today that I've told you to stop playing with your pencils." Content overdwelling Staying on task well after students have mastered it. For example, teaching the concept of odd numbers by having the class name all odd numbers up to 100. Fragmentation Having single students or small groups do work that the whole group could do. (If this is the case, why not do the activity as a whole and save time and effort?) Source: Adapted from Kounin, 1977. E 7Jte- 6.6 J OBSTACLES TO SMOOTHNESS Behavior Examples Distractions Calling attention to a piece of paper on the floor in the middle of explaining a math problem. (This may be important, but should it occur now?) Intrusions In the middle of a reading lesson, the teacher says, "I just noticed that Sally isn't here. Does anybody know why she's absent?" (The teacher should write a note to himself or herself and find out later.) Flip-flops Returning to an activity after it is done. After science books are put away and social studies has begun, the teacher says, "Oh, yeah, I just remembered one more thing about arthropods." Source: Adaptedfrom Kounin, 1977. The keys to maintaining smoothness are well-planned lessons with aligned instruc­ tion together with a well-established system of rules and procedures that help maintain order. In summary, orchestration, momentum, and smoothness help produce a productive learning environment. They contribute to learning and facilitate management. Classroom Management: Situational Variables. Certain types of activities are intrinsi­ cally harder to manage than others. For example, researchers found that engagement rates were highest for teacher-led small groups and lowest for pupil presentations (Gump, 1967). In addition, engagement rates for whole-class activities, such as discus­ sions and question-and-answer sessions, were higher than those during seatwork, and the more often seatwork was used, the lower engagement rates were (Burns, 1984). 212 • CHAPTER 6 www.ablongman.comlkauchak4e Other studies have found similt patterns in favor of teacher-led work (Kounin and Sherman, 1979; Rosenshine, 19~). Lesson momentum helps us understand these results. Brisk question-and-answer sessions, which are typical of whole-group activities, help maintain momentum, whereas students must establish their own pace and momentum during individual as­ signments and seatwork. These are reasons we suggested using whole-group instruction at the beginning of the school year. This doesn't imply that only teacher-led strategies should be used, however. As stu­ dents get used to your routines and the patterns for the year are established, you can gradually move to more student-centered lessons. As you plan for them, be aware that different types of activities put different management demands on teachers and different self-management requirements on students. Also, be aware that beginnings of classes, transitions from one activity to another, and ends of classes are times when management problems are most likely to occur. Being aware of these possibilities helps you plan strategically for them. MANAGEMENT INTERVENTIONS The best laidplans if mice and men often go awry. Robert Burns Management interventions are teacher actions designed to eliminate unwanted student behaviors. In our discussion of management during the first 10 days of school, we briefly discussed the need for interventions when students break rules. The purpose in those interventions is to establish desired patterns of behavior early in the school year and re­ duce problems later on. This strategy works. Despite the teacher's best efforts, however, management incidents will inevitably occur. When this happens, teachers must inter­ vene. These interventions are often as brief as "Jerry, pay attention please" and occur as frequently as 16 times per hour in the typical classroom (White, 1975). In learning en­ vironments that aren't productive, however, frequent interventions chew up valuable time, interrupt momentum, bother students, and wear out the teacher. In a reanalysis of his 1970 data, Kounin (1983) found that some teachers had engagement rates of only 25 percent and accumulated nearly 1,000 interventions in one day. Whew! Defining Misbehavior Interventions occur as a result of misbehavior. This isn't as simple as it appears on the surface, however, because what is viewed as misbehavior in one classroom can be ac­ ceptable in another. And the same behavior in two different contexts can result in dif­ ferent reactions from the teacher (Doyle, 1986). For example, a teacher is more likely to overlook students who are offtask near the end ofa lesson than at the beginning or mid­ dle. Also, some talking between students is generally accepted during transitions but not during the main part of a lesson. So how can teachers, much less students, understand what is meant by misbehavior? Two factors are important-the context in which the behavior occurs and the im­ pact of the behavior on learning (Charles, 1999; Jones and Jones, 2001). For example, talking during a transition is a different context than talking during a learning activity; CREATING PRODUCTIVE LEARNING ENVIRONMENTS. 213 talking during the transition h'\.ically doesn't interfere with learning, unless it makes the transition so long that instru~~~al time is lost. Researchers have identified five broad categories of misbehavior that appear here in increasing order of seriousness: • • • • • Private inattention and off-task behavior that doesn't bother others Talking or off-task behavior that bothers other members of the class Defying authority or refusing to obey the teacher Behaving immorally, such as cheating, lying, or stealing. Behaving aggressively, including verbal or physical attacks on the teacher or other students (Charles, 1999) We examine interventions for these misbehaviors in the sections that follow. An Intervention Continuum Disruptions vary widely, from an isolated incident (such as a student briefly whispering to a neighbor during quiet time) to chronic infractions (such as someone repeatedly poking, tapping, or kicking other students). Because infractions vary, teachers' reactions should also vary. To maximize instructional time and minimize disruptions, our goal is to keep interventions as unobtrusive as possible. A continuum designed to reach this goal is illustrated in Figure 6.4 and discussed in the following sections. . - Praising Desired Behavior. Teachers are commonly encouraged to "catch 'em being good," and since our goal in any classroom is to promote positive actions, "praising de­ sired behavior" is a sensible beginning point, particularly as a method ofpreventing mis­ behavior. Elementary teachers praise openly and freely, and middle and secondary teachers often quietly comment to students after class, "I'm extremely pleased with your work this last week. You're getting better and better at this stuff. Keep it up." Interestingly, praise for desirable behavior occurs less often than we might expect, probably because desired behavior is taken for granted, whereas misbehavior attracts at­ tention. Making an effort to change these patterns and acknowledge desired behavior and good work can significantly contribute to a productive learning environment. Ignoring Inappropriate Behavior. If an incident of misbehavior is brief, we're often better off simply ignoring than calling attention to it. This strategy is appropriate, for example, if e o f­ K d Minor Infractions Serious Infractions --1------ ------------ --------­ Praising desired behavior Ignoring inappropriate behavior Using indirect cues :r~ 6.9 An Intervention Continuum Using desists Applying consequences 214 • CHAPTER 6 www.ablongman.com/kauchak4e two students whisper to each other but soon stop. Combining praise and ignoring misbe­ havior can be very effective 'with minor disruptions (Charles, 1999;Jones and Jones, 2001). Using Indirect Cues. Teachers can use indirect cues, such as proximity, methods if redi­ recting attention, and praising other students, when students are displaying behaviors that can't be ignored but can be stopped or diverted without addressing them directly. For example, suppose Chris has poked Tanya, and you hear her mutter, "Stop it, Chris." You can move near Chris and call on him, which is likely to bring him back into the lesson and eliminate his poking. Your proximity and question redirect his attention. Praising other students can also be an effective management tool. Teachers, espe­ cially in the lower grades, use statements like, "I really like the way Armondo is work­ ing so quietly," which uses Armondo as an example for the rest of the students. Using Desists. A desist occurs when a teacher tells a student to stop a behavior (Kounin, 1970). "Clenys, we don't leave our seat without permission," "Glenys!", a finger to the lips, or a stern facial expression are all desists, and they're the most common teacher re­ action to misbehavior (Humphrey, 1979; Sieber, 1981). Clarity and tone are important in the effectiveness of desists. For example, "Randy, what is the rule about touching other students in this class?" or, "Randy, how do you think that makes Willy feel?" are clearer than "Randy, stop that," because they link the be­ havior to a rule or the consequences of the behavior. Students react to these subtle differ­ ences, preferring rule and consequence reminders to teacher commands (Nucci, 1987). The tone of desists should be firm but not angry. Research indicates that kinder­ garten students handled with rough desists actually became more disruptive and that older students felt uncomfortable in classes in which rough desists were used (Kounin, 1970). In contrast, gentle reprimands and the suggestion of alternative behaviors, com­ bined with effective questioning techniques, reduced time off task by 20 minutes a day (Borg and Ascione, 1982). (Here again we see the interdependence of management and instruction.) Clear communication (including congruence between verbal and nonverbal behav­ ior), an awareness of what's happening in the classroom (withitness), and the character­ istics of effective instruction are essential in effectively using desists to stop misbehavior. However, even when these important elements are used, desists alone sometimes don't work. Applying Consequences. Careful planning and effective instruction will eliminate much misbehavior before it starts. Some minor incidents can be ignored, and simple desists will stop others. When these strategies don't stop disruptions, you must apply consequences. Logical consequences are preferable because they treat misbehaviors as problems and demonstrate a link between the behavior and the consequence. Classrooms are busy places, however, and it isn't always possible to solve problems with logical consequences. In these instances, behavioral consequences are acceptable: Damon is an active sixth grader. He loves to talk and seems to know just how far he can go before Mrs. Lopez gets exasperated with him. He understands the rules and the reasons for them, but his interest in talking takes precedence. Ignoring him isn't working. A call to CREATING PRODUCTIVE LEARNING ENVIRONMENTS. 215 his parents helped for a while, but soon he was back to his usual behavior-never quite enough to require a drastic response, but always a thorn in Mrs. Lopez's side. Finally, she decides that she will give him one warning. At a second disruption, he is placed in timeout from regular instructional activities. She meets with Damon and explains the new rules. The next day, he begins to misbehave almost immediately. "Damon," she warns, "you can't work while you're talking, and you're keeping others from finishing their work. Please get busy." He stops, but 5 minutes later he's at it again. "Damon," she says quietly as she moves back to his desk, "I've warned you. Now please go back to the timeout area." A week later, Damon is working quietly and comfortably with the rest of the class. (Adapted from Eggen and Kauchak. 200 I) 1. te )u e­ ~- :r­ Damon's behavior is common, particularly in elementary and middle schools, and this type ofbehavior is what drives teachers up the wall. Students like Damon cause more teacher stress and burnout than threats of violence and bodily harm. He is disruptive, so his behavior can't be ignored; praise for good work helps to a certain extent, but much of his reinforcement comes from his buddies. Desists work briefly, but teachers burn out constantly monitoring him. Mrs. Lopez had little choice but to apply consequences. The key to handling students like Damon is consistency. He understands what he is doing, and he is capable of controlling himself. When he can-with absolute cer­ tainty-predict the consequences of his behavior, he'll quit. He knew that his second infraction would result in timeout and, when it did, he quickly changed his behavior. There was no argument, little time was used, and the class wasn't disrupted. ut Ill. m­ by md 3Y­ ter­ ior. ont llch will K:es. ems "usy lees. Dealing with Individual Problems So far, we have approached classroom management primarily from a group perspective. Periodically, however, we will have one or more students who don't respond like the rest of the class, and concentrated individual action is warranted. One approach to this problem is both humanistic and informational, based on the works of Gordon (1974) and Glasser (1969,1977). These authors stress the importance of clear and open communication between teacher and students. Gordon emphasized active listening in which both teachers and students acknowledge each other's message by restating it to communicate understanding. Glasser (1977) emphasized helping stu­ dents understand the roles and obligations of everyone in the classroom and outlined 10 sequential steps to dealing with behavior problems. The steps range from simple inter­ vention to contact with an outside agency. The process stops as soon as the behavior im­ proves. Since the procedure is labor intensive, it should primarily be used as a last resort. The steps are outlined as follows: 1. Identify the student and list typical responses (interventions) to his or her past behavior. 2. Look at the list, discard ineffective interventions and focus on those that are more productive. 3. Try to make the student feel accepted. Talk to the student, give him or her spe­ cial responsibilities, and use extra encouragement. 7 216 • CHAPTER 6 www.ablongman.com/kauchak4e 4. If progress isn't made, discuss the problem with the student and require the stu­ dent to describe the behavior in his or her own words. When you're satisfied that the student understands why the behavior is a problem, ask that he or she stop it. 5. Again, confer with the student and have the student describe the behavior and state whether or not it is against the rules. Ask the student what he or she should be doing instead. 6. Repeat step 5, but call attention to the fact that previous attempts haven't been successful. Require that a plan of action be drawn up that will solve the prob­ lem. This plan must include the student's commitment to the plan. 7. If the student doesn't follow the plan, take action. Isolate the student or use timeout procedures. During this time, the student is responsible for devising a re­ instatement plan intended to solve the problem. The plan must be approved by the teacher. 8. Place the student in in-school suspension. Because the student has not been able to behave acceptably, the principal is called in. Return to the classroom is con­ tingent upon following the rules. 9. If a student cannot be integrated back into the classroom, the parents are called in to discuss the problem and made aware that the student will be sent home. One-day home suspensions are used when students continue to ignore the rules. 10. If the student still does not respond, it may be necessary to refer him or her to another agency. As you can see, the process is time consuming. When other approaches fail, how­ ever, teachers should look for alternate solutions such as these to problems that are both stressful and detract from productive learning environments. The cooperation and participation of the principal is essential. Talk the problem over with your principal, and ifhis or her intervention is necessary, ask for it in advance. Also, recruit parents' assistance; most are eager to work with teachers in creating posi­ tive environments for their children. Serious Management Problems: Violence and Aggression Class is disrupted by a scuffle. You look up to see that Ron has left his seat and gone to Phil's desk, where he IS punching and shouting at Phil. Phil is not so much fighting back as trying to protect himself. You don't know how this started, but you do know that Phil gets along well with other students and that Ron often starts fights and arguments without provocation. (Brophy and Rohrkemper, 1987, p. 60) This morning several students excitedly tell you that on the way to school they saw Tom beating up Sam and taking his lunch money. Tom is the class bully and has done things like this many times. (Brophy and Rohrkemper, 1987. p. 53) What would you do in these situations? What would be your immediate reaction? How would you follow through? What long-term strategies would you employ to try and prevent these problems from recurring? These questions were asked of teachers identified by their principals as effective in dealing with serious management problems / CREATING PRODUCTIVE LEARNING ENVIRONMENTS. 217 (Brophy and McCaslin, 1992). In this section, we consider their responses together with other research examining violence and aggression in schools. Problems ofviolence and aggression require both immediate actions and long-term solutions. Let's look at them. Immediate Actions. Immediate actions involve three steps: (1) Stop the incident (if pos­ sible), (2) protect the victim, and (3) get help. For instance, in the case of the classroom scuffle, a loud noise, such as shouting, clapping, or slamming a chair against the floor will often surprise the students enough so they'll stop. At that point, you can begin to talk to them, check to see if Phil is all right, and then take them to the administration where you can get help. If your interventions don't stop the fight, immediately rush a student to the main office for help. Unless you're sure that you can separate the students without danger to yourself or them, attempting to do so is unwise. Yc>u are legally required to intervene in the case of afight. If you ignore a fight, even on the playground, parents can sue for negligence, on the grounds that you are failing to pro­ tect a student from injury. However, the law doesn't say that you're required to physi­ cally break up the fight; immediately reporting it to the administration is an acceptable form of intervention. Long-Term Solutions. In the long term, students must first be helped to understand the m :e. g- on? try iers ::TIlS severity of their actions, that aggression will not be allowed, and they're accountable for their behavior (Brophy, 1996; Limber et al., 1998). In the incident with the lunch money, for example, Tom must understand that his behavior was reported, it's unac­ ceptable and won't be tolerated. As a preventive strategy, students must learn how to control their tempers, cope with frustration, and negotiate and talk rather than fight. One approach uses problem­ solving simulations to help aggressive youth understand the motives and intentions of other people. Research indicates that these youngsters often respond aggressively be­ cause they misperceive others' intentions as being hostile (Hudley, 1992). Following problem-solving sessions, aggressive students were less hostile in their interpretation of ambiguous situations and were rated as less aggressive by their teachers. Other approaches to preventing aggression include teaching students to express anger verbally instead of physically and to solve conflicts through communication and negotia­ tion rather than fighting (Burstyn and Stevens, 1999; Lee, Pulvino, and Perrone, 1998). One form of communication and negotiation is learning to make and defend a position­ to argue effectively. Students taught to make effective arguments-emphasizing that argu­ ing and verbal aggression are very different-become less combative when encountering others with whom they disagree. Learning to argue also has incidental benefits: People skilled at arguing are seen by their peers as intelligent and credible. Experts also suggest the involvement of parents and other school personnel (Brophy, 1996; Moles, 1992). Research indicates that a large majority of parents (88%) want to be notified immediately if school problems occur (Harris, Kagay, and Ross, 1987). In addi­ tion, school counselors, school psychologists, social workers, and principals have all been trained to deal with these problems and can provide advice and assistance. Experienced teachers can also provide a wealth ofinformation about how they've handled similar prob­ lems. No teacher should face persistent or serious problems ofviolence or aggression alone. 218 • CHAPTER 6 vvww.ablongman.com/kauchak4e In conclusion, we want to put problems of school violence and aggression into per­ spective. Though they are possibilities-and you should understand options for dealing with them-the majority of your management problems will involve issues of coopera­ tion and motivation. Many can be prevented, others can be dealt with quickly, and some require individual attention. We all hear about students carrying guns to school and inci­ dents of assault on teachers in the news. Statistically, however, considering the huge num­ bers of students that pass through schools each day, these incidents remain infrequent. The Importance of Classroom Management. The importance of classroom man­ agement is difficult to overstate. It is the number one concern of beginning teachers, and disruptive students are an important source of teacher stress. It has historically been a major concern of school policy makers, parents, and the public at large. Effective management is strongly linked to achievement. Students learn more in en­ vironments that are orderly and safe. Classroom Management: A Definition. Research has identified several important factors related to classroom management. First, classroom management and instruction are interdependent; one cannot exist without the other. Second, effective teachers pre­ vent, rather than solve, most classroom management problems. Third, effective class­ room management is hard to analyze because smoothly run classrooms mask the considerable time and effort needed to produce them. Planning for Classroom Management. Planning for management is as essential as planning for instruction. Developmental differences in students and the physical envi­ ronment both influence the ways teachers plan their management systems. Rules and procedures are the threads that structure the social fabric of the class­ room. Rules should be relatively few in number and provide standards for acceptable behavior. Procedures describe efficient ways of completing a myriad of classroom tasks. As procedures become established, they develop into routines that make the classroom operate smoothly. Implementing Management Plans. The beginning of the school year is crucial for classroom management. Rules and procedures are established during this time, and teach­ ers need to conununicate and enforce their expectations clearly and consistently. These expectations often need to be explicitly taught and illustrated for younger students; older students, who have been socialized to schools may only need to be reminded. Effective managers orchestrate their classrooms so that routines and procedures complement instruction. Lesson momentum creates a positive vector that pulls students into lessons and involves them in learning. Smoothness maintains the direction of the lesson while minimizing internal and external distractions. Management Interventions. Misbehavior depends on both the context and the amount of disruption it causes. Teachers need to help students understand what consti­ tutes misbehavior and how they're responsible for behaving appropriately. CREATING PRODUCTIVE LEARNING ENVIRONMENTS. 219 In responding to misbehavior, the match between the problem and its conse­ quences is important. Minor problems must be dealt with quickly and efficiently to minimize their effects on the lesson. More serious or persistent breaches of conduct need to be dealt with firmly and di­ rectly. In dealing with problem students, expectations should be clearly defined and en­ forced in agreed-upon contracts. If this approach doesn't work, other adults, including principals and parents, need to be called in to ensure that the problem does not detract from learning. Classroom management Classroom rules Desists Indirect cues Logical consequences Management interventions Momentum Obedience model of management Orchestration Overlapping Procedures Productive learning environment Responsibility model of management Smoothness Withitness Selina Moreno sat at her desk during planning week, the week before students returned from summer vacation, and looked out the window. "This year has got to be better than last year," she thought, and then with a half smile she mumbled audibly, "How could it be any worse?" Selina had been hired in the middle of the school year to replace a fifth-grade teacher who left for "health reasons." Some of Selina's colleagues implied that the other teacher had quit because of frustration, and Selina soon found out why. The classroom was a mess, the previous teacher seemed to have no rules, and the students couldn't de' scribe any routines that they were used to following. In addition to the lack of structure, the class had more than its share of"problem students," whom the other teachers nick, named the "Wild Bunch." It didn't take Selina long to figure out who these students were, but it took her the rest of the school year to try to figure out what to do with them. This year was going to be different, she vowed, and she started making plans to ensure that it happened. On the first day of class, she greeted her fifth graders with a stern but pleasant face. She told them that their names were on their assigned seats, and directed them to quickly find the seats and sit down quietly. When they were settled, she began, "Good morning, class. My name is Miss Moreno and I'm glad to have you in my class this year. Every class needs rules and I've written some up here on this bulletin board. I'd like to go over them briefly. Who can read the first one? Andrea?" " Talk only when called on by the teacher," Andrea read hesitantly. 220 • CHAPTER 6 www.abfongman.com/kauchak4e "Good, Andrea. You need to be quiet unless you raise your hand and I call your name. Who can read the second one? ... Javier?" "Don't leave your seat without permission." "Good, Javier. We can't just wander around the classroom. You need to stay in your seat unless I tell you you can leave it." The discussion of rules continued until Selina summarized by saying, "Class, these rules are important. Ifyou follow them we'll get along fine. If not, you're going to have trouble in here and you don't want that, do you?" Selina then spent about 5 minutes on procedures. After that she outlined the schedule for the day and the week and launched into her first lesson of the year. Initially, the class was a little disorganized, but after a couple of weeks they were doing what Selina wanted. About a month later, Selina was sitting in the faculty lunch room when her friend, Freddie, another second year teacher, came by. "How's it going?" Freddie asked as she looked into her lunch bag. "Ugh, not yogurt and fruit again. This diet is getting real old." "I know what you mean. My class is kind of like that." "What do you mean?" replied Freddie with a puzzled look. "Well, it's a Jot better than last year. At least the kids aren't driving me nuts, but they don't seem very excited about coming to class." "Why not?" prompted Freddie between spoonfuls of yogurt. "Well, we're doing whole class instruction, just like the management books say to do at the beginning of the year, but the kids seemed bored. I tried to do some small-group work, but Tony, the class clown, spoiled it for everybody, so I told them we couldn't do small-group work anymore. That went over like a lead balloon." Freddie nodded sympathetically. "Then I tried a structured reward system for the class. Between you and me, the class didn't need it. It was designed to rein in Tony. So I told them that any day that we got through with any of the three tokens left over, we'd do learning centers at the back of the room for the last half hour of the day. They really like to play the math and word games. So true to form, Tony messes it up just about every other day and the class gets mad at him. I thought peer pressure would work, but Tony seems oblivious. Sometimes I think he even likes the negative attention. Needless to say, I'm a little bummed. Any suggestions?" Freddie thought for a while before responding. Questions for Analysis 1. Was Selina's class more obedience or responsibility oriented? What evidence do you have for your conclusion? 2. Analyze the way Selina established rules and procedures in her classroom. How could the process have been improved? 3. Comment on the effectiveness of Selina's strategies for teaching procedures. How might they be improved? 4. Comment on the relationship between Selina's instruction and management. How could this relationship be improved? 5. Analyze the effectiveness of Selina's structured reward system. How could it be improved? CREATING PRODUCTIVE LEARNING ENVIRONMENTS. 221 1. How can a teacher tell if students have developed responsibility? How might the definition of responsibility change with grade level? What types of instructional and managerial strategies promote responsibility? What types discourage the de­ velopment of responsibility? 2. How do the following factors influence the number of procedures that operate in a classroom? a. Grade level b. Subject matter c. Type of student (e.g., high versus low achiever) d. Type of instruction (e.g., large group versus small group) 3. What advantages are there to seeking student input on rules? Disadvantages? Is this practice more important with younger or older students? Why? 4. If you were a substitute teacher (or a student teacher) and were going to take over a class mid-year for the rest of the year, what kinds of things would you need to know and do in terms of classroom management? 5. Explain the statement "Misbehavior is contextual." Give a concrete example. Why might this idea be difficult to understand for some students? Why is it im­ portant that students understand it? What can teachers do to help students under­ stand this idea? 6. What are the advantages and disadvantages of the following interventions? a. Praising desired behavior b. Ignoring inappropriate behavior c. Using indirect cues d. Using desists e. Applying consequences 1. Management: The 'Teacher's Perspective. Interview a teacher to find out his or her views about management. The following questions might serve as a framework: a. What are your goals for classroom management? b. How have these changed over the years? c. How does the particular class that you teach right now influence either your management goals or how you implement your management plans? d. How do your management strategies change over the school year? e. What is the most difficult or challenging aspect of classroom management? Analyze these responses in terms of the contents of this chapter. 2. Classroom Rules and Procedures. Interview a teacher about the rules and procedures in his or her classroom. a. What are they? b. How are they communicated to students? 222 • CHAPTER 6 www.ablongman.comlkauchak4e c. What are the biggest problem areas? d. How have these changed over the years? e. What management advice does the teacher have for a heginning teacher? Analyze the teacher's responses in terms of the contents of this chapter. 3. School Rules. Observe students as they move and interact in the halls. Infer what the rules are in regard to dress, appropriate hall behavior, and tardiness and the bell. Discuss these topics with a teacher and compare your conclusions. What role will you play in enforcing school rules? 4. Classroom Rules. Interview two high- and two low-ability students in a class and record their answers to the following questions: a. What rules do you have in your class? b. Which ones are most important? c. Why do you have them? d. What happens if they are not followed? Compare the responses of the two groups of students. What do their responses suggest about working with different kinds of students? 5. Classroom Procedures. Observe a class for several sessions and try to identify the pro­ cedural rules which are functioning for the following activities: a. Entering the class b. Handing in papers c. Sharpening pencils and accessing materials d. Volunteering to answer a question e. Exiting class Discuss your findings with a student (or teacher) to check the accuracy of your findings. Which of these procedures would you use in your classroom? 6. Interactive Management. Tape and observe a classroom lesson. Identify places in the lesson where the teacher either verbally or nonverhally exhibited the following behaviors/ characteristics: a. Withitness b. Overlapping c. Accountability d. Momentum e. Smoothness How did these contribute to the lesson's effectiveness? I. Constructivism: A view oflearning II. Characteristics of constructivism A. Learners construct understanding B. New learning depends oh current understanding C. Social interaction increases learning D. Authentic tasks promote understanding E. Constructivist learning activities and student motivation E Misconceptions about constructivist learning activities III. Planning for constructivist learning activities A. Identifying clear and precise goals B. Multiple representations of content C. Planning for social interaction D. Planning for productive learning environments E. Planning for assessment IV Conducting constructivist learning activities A. Lesson focus B. The influence of existing understanding C. The role of social interaction D. Ongoing assessment 224 • CHAPTER 7 I www.ablongman.com/kauchak4e () n Chapter 4 we described the research base that describes effective teaching, and we { summarized this research in a general model of instruction. Research indicates that teacher enthusiasm and high expectations, together with the ability to conduct effective reviews, provide focus and feedback, and reach meaningful closure at the end of a les­ son increase learning in students of all ages. In Chapter 5 we focused on ways teachers can promote learning by actively involving students in learning activities, and in Chap­ ter 6 we discussed the characteristics of productive learning environments, with special emphasis on classroom management. Those chapters described abilities that all teachers and classrooms-regardless of grade level, content area, or topic-should have. This section of the book builds on the foundation we've developed, and we're now going to focus on teaching models that can be used to reach specific goals. In some cases the goals are primarily cognitive, whereas in others they're more oriented toward social development. The framework we're using in this chapter is constructivism-a view of learning suggesting that learners create (construct) their own understanding of the topics they study rather than having that understanding delivered to them by teachers or written materials. When you've completed your study of this chapter, you should be able to meet the following goals: • Describe the characteristics of constructivism. • Identify the characteristics of constructivism in case studies of classroom instruction. • Develop learning activities based on constructivist views oflearning. • Explain how groupwork can be used to enhance learning. Lucy Zuniga. a sixth-grade teacher with 28 students in her class has been working on a unit on heat transfer. The students have been involved in activities on convection and radi­ ation, and she now wants them to understand conduction. The students have also studied matter, the particles that make up matter, and the characteristics of solids, liquids. and gases. On Monday evening Lucy is planning for the week's science activities as she thinks to herself, 'Til do this tomorrow ... and also the wire and wax activity-that will give them one more way to think about conduction.... Yeah, let's see if I have everything." She then glanced over to a shelf where she had a coffee maker with a glass coffee pot sitting on it. She got up, went over, and looked in a drawer for a long spoon, a piece of heavy copper wire, some wax, and an alcohol burner. Seeing the materials there, she went back to her planning. At 10: 59 on Tuesday morning, Lucy walked among her students as they finished their math assignment. She glanced at the clock and said, "AIl right, everyone, put your work in your folders. Those of you who haven't already completed your work, finish it tonight and put it in your folders as soon as you come in the room in the morning. Now let's get ready for science." Several of the students got up, put their papers in their folders, and returned to their desks. At I I :0 I Lucy began, "Now ... let's look at what we have here," and she brought down the coffee maker, pot, and spoon, as shown in the following drawing. CONSTRucLsT APPROACHES TO INSTRUCTION. "Let's feel the coffee pot and the spoon," Lucy suggested. "C'mon up, Serafina," she gestured to Sarafina, who was sitting near the front of the room. "How do they feel?" "Smooth." "Okay, ... how else do they feel?" " ... Cold." "Okay, good .... Sarafina says that the spoon and coffee pot feel smooth and cold," Lucy turned to the rest of the class. "Now l'm going to pour some water in the coffee pot and put the spoon in it." She filled the coffee pot about a third fiill, put the spoon in it, and plugged it in, so it appeared as follows: r. 225 226 • CHAPTER 7 I www.ablongman.com/kauchak4e "Now," Lucy continued, "Let's review for a few minutes while we watch the coffee pot. ... We've been talking about heat and energy. What is one way that heat is trans­ ferred, Bharat?" " ... Radiation?" "Yes, good, Bharat." Lucy smiled at Bharat. "Who can give us an example .... Bev?" " ... Well ... like when you hold your hand over a hot burner on a stove, your hand gets warm." "Good, Bev ... and explain why that's an example ... Dominique?" " ... Your hand gets warm, but ... it's up above the burner, and ... there's nothing between your hand ... well, there's air between the burner and your hand, but it wouldn't matter.... Anyway, your hand gets warm because the waves go up and heat it." "Yes, very good explanation," Lucy smiled. "How about another example? Jim?" " ... When we stand out in the sun, it warms us up." "And what else do we know about radiation, Lakasha? ... Think about what Do­ minique said." " ... It goes even if there's no air.... Like from the sun to the earth." "Good, Lakasha." Lucy smiled. "Can you add a little more to that? What do we mean when we say 'no air'?" " ... Like ... a vacuum?" Lakasha responded hesitantly. "And what's that have to do with what Dominique said?" " ... She said there was no air ... no ... she said it wouldn't matter if there was no air." "Yes, good, both of you." " ... It travels in waves," Ramon interjected, keying on what Dominique had said. "Yes, Ramon, good .... Now remember, everyone, radiation is a form of heat energy that travels in waves, and it doesn't need any matter to travel through. We can't see the waves, but they move, such as going from the burner to our hand. We know the waves moved because our hand gets warm." Lucy went through a similar process as she guided the students in a review of convec­ tion, in the process emphasizing that convection requires matter, such as gases and liquids, and the particles of the gas or liquid actually move from one place to another, such as a convection current in the ocean, and the movement of the air in a convection oven. "Now let's look at this again," Lucy directed, pointing to the coffee pot. Now carefully come up and touch the top of the spoon," she directed to Serafina, who came up and felt it. "lt's hot," Sarafina said quickly. "It's hod" Lucy repeated. "Now ... that brings up a question. It was cold before, and now it's hot.... hmm? Now I want you to be very good observers and thinkers, and I want you to work with your partner and try to explain why the spoon got hot. ... Now before we start, what do we know for sure?" " ... The coffee pot did it," Jeremy suggested, referring to the coffee pot and spoon. "Sure, we know that heating up the coffee pot is important. ... But we want to think about exactly how it did it. ... And, what are you going to keep in mind as you work on our problem? "What have we been discussing?" CONSTRUCTIVIST APPROACHES TO INSTRUCTION. " ... Stuff about heat," Leeman volunteered. "What about heat?" " ... Radiation and convection," Jessica added. "Yes, very good ... Keep radiation and convection in mind when you work on your explanation.... Now go ahead." The students, who were seated next to their partner, slid their desks together and started talking. The room quickly became a buzz of voices as students worked. Lucy moved among them, sometimes listening to their comments and moving on, and at other times, stopping to make a comment or suggestion of her own. Several of the students got up, went and looked more closely at the coffee maker and spoon, and with warnings from Lucy about being careful with the hot pot, held their hands near the system, felt the end of the spoon, and talked briefly to each other. Lucy allowed the students to continue working for about 5 minutes and then an­ nounced, "All right, everyone, I think you've been doing some good thinking, so let's share some of our ideas." "I have a question, Mrs. Zuniga," Elizabeth asked. "When I put my hand near the burner, I could feel some heat. ls that radiation?" "Good question, Elizabeth. Did everyone hear Elizabeth's question? What do you think ... anyone?" The students briefly discussed Elizabeth's question and concluded that it was indeed an example of radiation. "This is the kind of thinking we're looking for," Lucy went on. "Elizabeth is relating what we're doing here to what we did yesterday. Excellentl" "Okay, let's go on .... Which group wants to volunteer?" "We think it's radiation," Jason volunteered. "The waves go up the spoon and make it hot, ... like our hand over the burner." "Go ahead, Sonja," Lucy encouraged, seeing her shaking her head. " ... No, I don't think so," Sonja said uncertainly. "Why not?" Jason wondered. "Radiation doesn't need something to travel through ... like we said before ... when we put our hand over the burner, there wasn't anything there." "There was air there." "Yeah, but radiation can go through air. It can't go through something hard ... like a spoon." 'Jason asks a good question," Lucy commented. "How do we know that radiation can't go through solids, or at least doesn't go through them very well?" Suppose you're out in the hot sun, and you move into the shade.... How do you feel?" " ... Cooler," Kathy offered after a few seconds. "Why do you suppose?" "The tree ... or whatever blocked the sun." "What's your reaction to that?" Lucy turned to Jason. "I ... guess so.... Yes, that's true." The class discussed the possibilityof radiation making the spoon hot for a couple more minutes, finally concluding that it probably wasn't radiation. 227 228 • CHAPTER 7 www.ablongman.com/kauchak4e They turned to a discussion of convection and concluded that while convection could have heated the water in the pot, convection couldn't have heated the spoon, since the particles in the spoon couldn't move from one place to another. Lucy displayed the following drawing on the overhead. "Let's take a look at this drawing," Lucy directed. "What do you notice about it?" " ... There's a bunch of little dots with arrows on them in the spoon," Simone offered. "And what do you suppose they're supposed to represent?" Lucy probed. " ... The particles of the spoon," Juanita suggested. "Good, and how about the arrows?" "What do you notice about the arrows? .. , Michael?" "Some are long and some are short ... and they're pointing in all different directions." "Good, so what might they represent?" "The particles moving?" Michael offered with a question in his voice. "Sure," Lucy confirmed. "Remember, we used the dots and arrows to help us visual­ ize the movement of air particles .... But there's an important difference here .... What is it?" "What is an important difference between gases and solids?" "Solids are heavy and gases aren't," Dennis noted. "Okay, and what else? ... What about the way they move?" " ... Air molecules move around, but solids don't," Toni responded, seeing Lucy look at her. Lucy guided the students into noticing that the spoon was in contact with the pot. Then she had eight of the students come up to the front of the room, blindfolded them, and told them to move around slowly. In the process, and with considerable laugh­ ter from the rest of the class, they bumped into each other a few times. She then directed them to move around more quickly, and as they did, they bumped into each other harder and more often. She then had them stop and return to their desks. "Now," Lucy continued after the class had settled down, "what did you observe?" "They ran into each other," Jenny commented. "They ran into each other harder when they moved faster," Larry added. CONSTRUCTIVIST APPROACHES TO INSTRUCTION. 229 Lucy continued her questioning, and through her guidance they concluded that the students represented particles of matter, and heated particles moved fast, "bumped" un­ heated particles, and made them move fast as well. "Now, what does all this have to do with the spoon?" Lucy asked. "Let's see if an­ other example will help. I'd like everyone to look at this," Lucy continued, as she took out a piece of wire with three pieces of wax stuck on it. "We're going to heat the wire with this burner," she continued, placing the unlit burner under one end of the wire, so it appeared as follows: J2 I "What do you think will happen?" Lucy continued. Some of her students predicted the wire would get hot. Others said the wax would melt. Lucy prompted them by asking, "If the wax melts, which will melt first?" From students' quizzical looks she could tell they were thinking. "Well, let's see. Watch carefully," she continued, lighting the burner and putting it under one end of the wire. As the wire heated, the piece of wax closest to the flame started to droop, then fall. The other two followed in order. "What happened?" Lucy asked. After students discussed the fact that the hot wax globs fell in sequence, Lucy encour­ aged them to compare this demonstration with the spoon example. She then introduced the term conduction and through her prompting helped students conclude that conduction has the following characteristics: 1. It is a form of energy transfer. 2. It occurs by having molecules move and interact. She dosed the lesson by asking students as their homework assignment to predict what would happen if they replaced a piece of wood or a butter knife for the piece of wire. To begin our discussion, let's think about Lucy's lesson in the context of the re­ search base we summarized in Chapter 4 and our discussion of student involvement in Chapter 5. We see that she first reviewed radiation and convection, and then provided for focus by displaying her coffee maker and spoon and asking students to explain why the top of the spoon got hot. This attracted her students' attention and provided a frame­ work for the rest of the lesson. Lucy was well organized. First she showed the coffee maker and spoon, then turned to her review while they were heated, which allowed her to maximize her instructional time. She communicated clearly throughout the lesson, stayed focused on the topic, used clear language, and emphasized important points with repetition. One of the most important aspects of her instruction was the way she represented her topic. The students saw a concrete demonstration-the coffee maker and spoon, a simulation where the blindfolded students illustrated bumping into each other, a model that helped them visualize a similar process in the spoon, and the demonstrations with 230 • CHAPTER 7 www.ablongman.com/kauchak4e the wire and wax. She also asked them to predict differences between the piece ofwood and a butter knife. Her students were highly involved throughout the lesson, both as they worked with their partners and in the whole-class discussion. She asked many questions, distributed them to a variety of students, and prompted where appropriate. She applied both the ef­ fective teaching research and strategies for involving students throughout the lesson. In carefully examining Lucy's lesson, however, we see that a more detailed analysis is necessary to fully understand how she promoted learning in her classroom. This analysis is the topic of our chapter. CONSTRUCTIVISM: A VIEW OF LEARNING Over the past 25 years, a rapidly expanding literature has changed our views of the ways that students learn and develop (Eggen, 2001), and this understanding has moved the focus in teaching away from the teacher and toward the students (Bransford et al., 2000; Lambert and McCombs, 1998). This doesn't imply that teachers have less important roles in promoting student learning, however. In fact, their roles are even more impor­ tant than they were once believed to be. Let's see why this is the case. It is now widely believed that learners create their own understanding of the topics they study (Mayer, 1998; Phillips, 1997), and the term used to describe this process of creating understanding is constructivism, a view if learning in which learners usetheir own experiences tocreate understanding that makes sense to them rather than having understanding delivered to them in already organizedforms (Eggen and Kauchak, 2001). As a way of helping us clarify the idea of constructivism, think about a tape recorder. It captures the exact wording of a speaker, stores it, and plays it back in pre­ cisely the form in which it was spoken. As learners, we don't behave like tape recorders. Rather than recording and storing exact copies of what we hear or read, we modify the information so that it makes sense to us. So what we store in our memories is the result of our own efforts to understand what we've experienced. To illustrate this process, consider the following conclusions often held by students: • Summer is warmer than winter [in the Northern Hemisphere] because we're closer to the sun in summer. 0Ne are, in fact, slightly farther from the sun.) • The forces forward on a car traveling at a steady speed of 50 miles per hour are greater than the forces backward. (The forces are equal.) • All Muslims are Arabs. (Only about 18 percent of the world's Muslims are Arabs.) • Geography is primarily a process of naming locations and making maps. (The study of geography includes the study of culture, economics, and politics, among many other topics.) In addition, other conclusions that children form are not only inaccurate but also humorous: • Syntax is all the money the church collects from sinners. • Trousers is an uncommon noun because it's singular on the top and plural on the bottom. • Most of the houses in France are made of plaster of Paris. -CONSTRUCTIVIST APPROACHES TO INSTRUCTION. 231 Obviously, no teacher wanted students to make these conclusions, nor did students "record" them from a teacher's description or book. The conclusions can only be ex­ plained by saying learners constructed them. No other theory oflearning is able to offer an acceptable explanation for learner misconceptions such as these. These examples help us see why we said earlier that teachers' roles are even more important than they were once believed to be. If students did indeed record under­ standing, teaching would be simple. Teachers would merely present information, stu­ dents would record and store it in the form in which it was presented, and they would use it later when necessary. Since students don't record information, however, learning is much more complex. Students' experiences, together with their existing background knowledge, strongly in­ fluence the understanding that they construct. For instance, we've all had t~ experi­ ence of holding our hands close to a candle or burner on a stove. The closer we are to the heat source, the hotter it feels. So, based on these experiences, concluding that we (in the Northern Hemisphere) are closer to the sun in the summer makes sense. We can even see how kids can come up with some of the off-the-wall conclusions that they create. They make objects from plaster of Paris, for example, and they learn that Paris, the city, is in France. When we see these connections, we realize that the leap to the conclusion that houses in France are made ofplaster of Paris is actually quite sen­ sible for a young child. This also helps us understand why teaching is much more complex than simply ex­ plaining information to students. For example, in addition to clearly explaining topics, we must ask them a large number of questions because their answers reveal their cur­ rent understanding. When their answers indicate that their understanding is incomplete or invalid, we must intervene with additional questions and examples to try and help them construct more complete or valid ideas. CHARACTERISTICS OF CONSTRUCTIVISM While different constructivists disagree on some aspects of the knowledge construction process, most agree on the characteristics listed in Figure 7.1 (Eggen and Kauchak, 2001; Good and Brophy, 2000). Let's take a look at them. ... r~ 7. / Characteristics of Constructivism 232 • CHAPTER 7 www.ablongman.comlkauchak4e Learners Construct Understanding The basic principle of constructivism is that learners construct (create), rather than record, their understanding, and this is the idea we discussed in the last section. Let's look at some dialogue from Lucy's lesson to illustrate this process. Jason: We think it's radiation. The waves go up the spoon and make it hot ... like our hand over the burner. Lucy: Go ahead, Sonja. Sonja: No, I don't think so. Jason: Why not? Sonja: Radiation doesn't need something to travel through ... like we said before ... when we put our hand over the burner, there wasn't anything there. Jason: There was air there. Sonja: Yeah, but radiation can go through air. It can't go through something hard ... like a spoon. Lucy: Jason asks a good question. How do we know that radiation can't go through solids, or at least doesn't go through them very well? Lucy: Suppose you're out in the hot sun, and you move into the shade.... How do you feel? Kathy: Cooler. Lucy: Why do you suppose? Kathy: The tree ... or whatever, blocked the sun. Lucy: What's your reaction to that? Jason: I ... guess so.... Yes, that's true. Jason initially thought radiation caused the spoon to get warm. As the lesson devel­ oped, his understanding gradually evolved to the point where he believed that some­ thing else caused the warming. We can also see from students' comments that they didn't "receive understanding" from Lucy. Until Jason was faced with the example of being cooler in the shade, he was unwilling to give up his ideas about radiation. Until his ideas about radiation no longer made sense to him, he was unwilling to consider a different explanation. This process of individuals creating their own personal meaning is the core of constructivism. Lucy played an essential role in the process. She could have simply explained the concept of conduction, and this is what teachers commonly do. But these verbal explana­ tions often do little to help ideas "make sense," and learners frequently develop under­ standings that are immature and incomplete. Research supports this view: Cognitive research is revealing that even with what is taken to be good instruction, many students, including academically talented ones, understand less than we think they do. With determination, students taking an examination are commonly able to identify what they have been told or what they have read; careful probing, however, often shows that their understanding is limited or distorted, if not altogether wrong (Rutherford and Ahlgren, 1990, p. 185). Lucy demonstrated a great deal of expertise as she guided students to an under­ standing of conduction. We examine her instruction in more detail later in the chapter. CONSTRUCTIVIST APPROACHES TO INSTRUCTION. 233 New Learning Depends on Current Understanding A second essential characteristic of constructivism is that all new learning depends upon previous learning. The importance of learners' background knowledge is both intu­ itively sensible and well documented by research (Bruning et al., 1999). Constructivists see new learning interpreted in the immediate context of students' current understand­ ing, not learned first as isolated information that is later related to existing knowledge. This aspect of constructivism is important for several reasons. First, it helps explain why some students learn faster or easier than others; they have more background knowledge. It also explains why reviews are effective at the beginning oflessons; it helps activate students' background knowledge. It also explains why teacher questioning is es­ sential; it helps teachers assess students' background knowledge, allowing them to con­ nect new information to what students already know. We see the importance of background knowledge illustrated in Lucy's lesson. Jason interpreted the heating of the spoon in the context of his understanding of radiation; he didn't simply add new understanding to old. His understanding of radiation influenced his interpretation of the heating of the spoon, and different understanding would have resulted in a different interpretation. During the lesson Lucy's students, with her guid­ ance, gradually developed a more mature understanding of heat transfer, based on their previous understandings. This is the foundation of knowledge construction. Social Interaction Increases Learning Lucy's lesson also illustrates the central role of social interaction in constructivist views oflearning. Social interaction in a constructivist context refers to content-focused discussions if the topic students are studying. Constructivist teachers encourage students to verbalize their thinking and refine their ideas by comparing them with others. Social interaction was an important component of Lucy's lesson, both as students worked in their groups and when the class as a whole discussed the results. For example, when students worked in their groups, Jason and his partner concluded that radiation heated the spoon, and he retained this idea until it no longer made sense to him. His understanding changed as a result of interacting with other students. Lucy played an essential role in facilitating the social interaction so that it resulted in student learning. For example, she offered the example of being in the hot sun and then moving into the shade, and she askedJason what his reaction was to Kathys com­ ment about the tree blocking the sun. She \lIovided enough guidance and SU\l\lOIt to help her students make progress, but not so much that she reduced their active role in the learning process. This is a sophisticated form of instruction requiring a great deal of teacher expertise (Brown, 1994) . ../ Authentic Tasks Promote Understanding A final characteristic of constructivism is that it engages students in realistic learning sit­ uations. Let's think about Lucy's lesson once more. Her goal was for students to under­ stand the concept of conduction, and she helped her students reach the goal with concrete objects-a coffee maker, the pot, and the spoon, and the real-world problem of ex­ plaining why the handle of the spoon got hot. This problem illustrates an authentic 234 • CHAPTER 7 www.ablongman.com/kauchak4e ~ 7. { AUTHENTIC TASKS IN VARIOUS CONTENT AREAS Content Area Example Math Students go to a supermarket as a source of comparison-shopping problems. English Students write persuasive essays for a school or class newspaper. Algebra Students write algebraic equations to help them make precise solutions composed of solids (chemicals) and liquids. Geometty Students solve for the dimensions of buildings, using similar triangles. Biology Students explain why some members of the class have attached earlobes, while others' earlobes are detached. Geography Students explain why some cities, such as San Francisco, Chicago, Seattle, and New York, are large and economically important, whereas Minot, North Dakota, and Oxford, Mississippi, remain relatively small. History Students examine the origins of their home town and relate them to the history of the region, state, and country at the time. Art Students create an original piece of art. Technology Students use technology to design or solve work problems. task, a learning activity that requires understanding similar to the understanding required in the real world (Eggen and Kauchak, 2001; Needels and Knapp, 1994). With some thought, many ideas can be made more realistic by embedding them in authentic tasks, as we see in 'Table 7.1. Constructivist Learning Activities and Student Motivation Constructivism also has important imphcations for student motivation. For instance, let's look again as some of the features of Lucy's lesson: • Students were faced with a question-what caused the spoon to get hot?­ which served as a focus for the lesson. • Students were active throughout the lesson, both in their groups and in the whole-class discussion. • Students were given the control and responsibility to work on their own. • Students developed understandings that made sense to them. • Students acquired understandings that can be applied in the everyday world. \oj Each of these factors contributes to motivation. Building lessons around problems and questions can stimulate curiosity, and curiosity is one of the characteristics of in­ trinsically motivating activities (Lepper and Hodell, 1989). Active involvement in learn­ ing activities is more motivating than being passive (Zahorik, 1996), and student control and responsibility are associated with increased motivation (Lepper and Hodell, 1989). Finally, developing understanding that is practical and makes sense increases students' sense of self-efficacy, their beliefin their capability of accomplishing specific tasks (Pintrich and Schunk, 1996). Constructivism and learner motivation complement each other. CONSTRUCTIVIST APPROACHES TO INSTRUCTION. 235 Misconceptions about Constructivist Learning Activities While an enormous literature examining constructivism has evolved over the last 25 years, a number of misconceptions about classroom applications of constructivism have evolved (Eggen, 2001). The result is that constructivism is often misinterpreted and misapplied by classroom teachers (Airasian and Walsh, 1997; Osborne, 1997). Three of the most common misconceptions are outlined in Figure 7.2 and discussed in the fol­ lowing paragraphs. Misconception 1: Since constructivist learning activities are student centered, clear goals and care­ ful preparation are less important than they are with traditional instruction. This is false. In reality, clear goals are even more important in planning lessons based on constructivist views of learning, because they provide teachers with a framework that guides both their choice of content representation and the kinds of questions they ask (Eggen, 2001). As students build on their current understanding, teachers may mod­ ify their goals, but clear goals are crucial nevertheless. Misconception 2: If learners are involved in discussions and otherforms of social interaction, learning automatically takes place. This isn't necessarily true. Teachers need to carefully monitor discussions, and if stu­ dents head down blind alleys or develop misunderstandings about the topic, teachers must intervene and redirect the discussion (Brown and Campione, 1994). Lucy, for ex­ ample, carefully monitored both the groupwork and the whole-class discussion, inter­ vening when she felt it was necessary in order to keep the students on track. Let's see how she did this by examining some of the dialogue that occurred after Jason and his partner concluded that radiation caused the handle of the spoon to get hot. Lucy: Jason asks a good question. How do we know that radiation can't go through solids, or at least doesn't go through them very well? Lucy: Suppose you're out in the hot sun, and you move into the shade.... How do you feel? Kathy: Cooler. Lucy: Why do you suppose? Social interaction and discussion automatically result in learning. r~ 7.Z Misconceptions about Constructivism 236 • CHAPTER 7 lNWW.ablongman.comlkauchak4e Kathy: The tree ... or whatever, blocked the sun. Lucy: What's your reaction to that? Jason: I ... guess so.... Yes, that's true. Lucy's question, "Suppose you're out in the hot sun, and you move into the shade. How do you feel?" that led to Kathy's conclusion, "The tree ... or whatever, blocked the sun," was essential. Without this intervention Jason would have continued to be­ lieve that the handle of the spoon was heated by radiation, and he would have con­ structed an inaccurate understanding of the concept conduction. The professional judgment required to know when and how extensively to inter­ vene is very sophisticated. Not enough intervention leaves students with incomplete or inaccurate understandings; too much intervention puts them in passive roles, which also decreases learning as well as motivation. Misconception 3: Since teachers are not lecturing and explaining when teaching based on con­ structivism, their roles are less important than in traditional instruction. As we just saw, teachers' roles are both more important and more difficult when teaching based on constructivist views of learning. Guiding students into genuine un­ derstanding is a sophisticated process; there are no rules that tell us when to intervene or how extensive the intervention should be. Teachers must make these decisions on their own based on their knowledge of the content and their past experiences. Keeping these misconceptions in mind, let's turn now to planning for constructivist learning activities. PLANNING FOR CONSTRUCTIVIST LEARNING ACTIVITIES As we've seen, learning activities based on constructivist views of learning are student centered, and this shift in emphasis from the teacher to the students requires careful thought. The elements of the planning process are outlined in Table 7.2 and discussed in the sections that follow. Identifying Clear and Precise Goals In Chapter 5 we saw that clear and precise goals are essential for all forms of teaching. For grounding instruction in constructivist views oflearning, they're even more irnpor­ tant. In addition to guiding decisions about ways to represent content for learners, they provide the framework for the kinds of learning activities teachers plan and the ques­ tions they ask. This point is crucial. As we've said repeatedly, grounding instruction in construc­ tivist views oflearning is very sophisticated and demanding. Monitoring student behav­ ior for evidence of understanding, maintaining classroom order and the flow of the lesson, and forming and directing questions to students places an enormous demand on teachers' memories (Eggen and Kauchak, 2001). Monitoring students as they work in cooperative groups is little easier. Teachers often respond to this memory load by re­ ducing instruction to lecture. A much more effective way of reducing the memory load is to have very clear and precise goals in mind before beginning the lesson. With a precise goal, questioning be­ - t I I I CONSTRUCTIVIST APPROACHES TO INSTRUCTION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ._ . . . . ._ ..... ..... % ~ 237 l i ~ ~ 7.Z CHARACTERISTICS OF STUDENT-CENTERED PLANNING Planning Elernent Rationale Identifying clear and precise goals Clear goals provide the framework for representations of content and questioning. Multiple representations of content Students construct understanding based on the representations of content. Content representations help accommodate student background differences. Planning for social interaction Social interaction provides feedback for teachers and students and helps students' individual constructions to converge. Planning for productive learning environments Constructing understanding requires learning environments that are safe, orderly, and learning focused. Planning for assessment To accommodate differences in student understanding assessment must be an integral part of the teaching-learning process. comes clearly focused, which frees teachers' memories to monitor student behavior for evidence of understanding and to modify goals when evidence indicates that students aren't developing an understanding of the topic. So setting clear goals in advance is even more essential with constructivist approaches to teaching than it is with traditional views of instruction. Multiple Representations of Content We saw in Chapters 4 and 5 that one of the most important factors in promoting learn­ ing is the way teachers represent the topics they teach. This is true for teaching at all lev­ els and in all content areas. Now, using constructivist views oflearning as a framework, we can see why content representations are so important. First, in the natural world, people have a great many specific experiences, and these experiences are what they use to construct their understanding ofhow the world works. A's young children play together, for example, they gradually construct understandings of socially acceptable and socially unacceptable behavior based on their encounters with-and the responses of-their peers. The same basic experiential processes are at work in much of what both children and adults learn. Effective teachers facilitate this learning process by designing focused learning experiences that provide examples of the ideas being learned. Second, modern theories of learning and development attribute a great deal of im­ portance to learners' background knowledge. Direct physical experiences as well as books, movies, travel, and conversation all provide representations people use to con­ struct the vast array of understandings that they develop. Learners who have a rich his­ tory of experience have been exposed to more representations that support their learning and development than those whose backgrounds are less rich. While constructivists may differ philosophically on issues such as the role of social interaction and the validity of the learners' constructions, all constructivists endorse the importance of these experiences. 238 • CHAPTER 7 www.ablongman.com/kauchak4e In an ideal world, learners would be able to use these natural processes to construct functional understandings of their world. Since this isn't realistic and doesn't always occur, teachers can capitalize on these same processes by bringing representations of the world into the classroom for students. Let's see how Lucy incorporated these ideas in her planning. Her representations of the concept conduction included: • The coffee maker and spoon-a concrete example • The model of the molecular motion in the spoon-a way of helping students visualize conduction • The blindfolded students-a simulation that helped them see the way the par­ ticles inthe spoon "bumped" each other • The burner, wire, and wax, which combined the concrete representation with the models that further illustrated conduction • Her assignment involving the piece of wood and metal knife Each was intended to illustrate an aspect of conduction or represent conduction in a way that was slightly different from the others. In planning this way, Lucy attempted to capitalize on an idea called multiple representations of content. As learners construct un­ derstanding, each case or example adds different perspectives that others may have missed. For instance, the coffee maker and spoon will be meaningful to some students, whereas Lucy's model will be more meaningful to others. The same is true for the sim­ ulation and the wire with the wax pieces. One way ofvisualizing multiple representations and their meaningfulness is to think of "criss-crossing" a conceptual landscape (Spiro et al., 1992). Each representation helps fill in pieces for the others. Providing an array of examples acknowledges the unique­ ness of students and provides multiple paths for making ideas meaningful. In Chapter 5 we also saw that effective content representations have one essential characteristic-the information learners need to understand the topic exists in the representations, and we see this characteristic illustrated in Lucy's examples. Regardless of their back­ grounds, the combination of examples Lucy used contained sufficient information to allow all the students to acquire a meaningful understanding of conduction. Usjng 1echnology to Represent Content: Databases. In Chapter 5 we saw that technol­ ogy can be used to represent topics that are hard to otherwise illustrate. It has other ap­ plications as well. Let's look at an example. Jan Harrison's high school social studies class was in the middle of a unit on factors influ­ encing economic growth. Students in the class had divided up into groups of two or three and were doing in-depth research on a specific country. They were also bringing their re­ sults back to the class for discussion, trying to identify factors that contributed to economic growth. As students shared their information with each other, a lively debate ensued. "I think it's population density. In the country we're studying, EI Salvador, there are 671 people per square mile and the average income is only $700 per person," Hee-Vvon asserted. "I'm not so sure," Simon replied. "We've got data from the old USSR and the popula­ tion density was only 33 people per square mile and their per capita income was only $3,000 per person. But their defense budget was 17 percent of their total GNP" CONSTRUCTIVIST APPROACHES TO INSTRUCTION. 239 "Good points, Hee;Won and Simon. Cassie, didyou want to add something?"Jan in; teriected to acknowledge Cassie, who had been waving her hand. "We found that literacy rate has a lot to do with it. We're studying India and it has a literacy rate of 36 percent and its aYera~e income perperson is only ~300." 'Also interesting data, Cassie. Class, what are we going to do with all this information we have? How can we organize it systematically so we can make sense of all this data?" After considerable discussion the class decided that they needed to organize the infer­ mation in some way so they could make cross-country comparisons. The class struggled for a while with key elements and finally decided that each group would provide the fol­ lowing information: • • • • • • • Size of country Population Density Gross national product (GNP) Defense budget Average personal income Literacy rate When they brought this information back to class, they struggled with how to organize it so that it made sense. Further discussion resulted in the following table, which Jan helped them place into the database outlined in Table 7.3. A database is a computerized record-keeping system that organizes large amounts if infor­ mation (Forcier, 1996). In developing a database, students learn to organize information, and the analysis of the data gives them practice with critical thinking skills. For instance, Jan's students refined their vocabulary, conducted research, verified the accuracy of data, noted similarities and differences among data, and explored relationships (Forcier, 1996). Organizing and using databases is consistent with constructivist views oflearn­ ing (jonassen, 1996). Students are faced with meaningful tasks, and the process is facili­ tated by working with others. 1 ~ 7.~ USING A DATABASE TO INVESTIGATE ECONOMIC GROWTH Country Size Pop. EI Salvador India USSR Source: Adaptedjromjonassen, 1996. Density GNP Defense Literacy - Average Income 240 • www.ablongman.comlkauchak4e CHAPTER 7 Lucy, in her unit on different types of energy transfer, might have used the follow­ ing database to help her students see relationships in their data. Examples Explanation for Heat Transfer Movement of Molecules Radiation Convection Conduction The advantage of using a database in her lesson would be that all the information and experiences students had encountered over a number of days was organized and dis­ played in a single file. The relationships are made more apparent, which makes the in­ formation more accessible and meaningful. As in designing any learning activities based on constructivist views of learning, teacher decision making is required at a number of points when using databases. Some questions that must be answered include: • How much direction should the teacher provide? • When and how should the basic idea of a database be introduced? • Who should have responsibility for organizing and constructing the outline of the database? • Who should take responsibility for analyzing the information in the database? These decisions are a matter ofjudgment. Greater teacher direction provides faster lesson pace, but students' "learning to learn" on their own is reduced. Decreased teacher intervention gives students a greater chance to learn on their own, but lack of direction can cause frustration and boredom. A good source for helping you learn to in­ corporate databases into your instruction is Roblyer and Edwards (2000). Planning for Social Interaction The need for interaction between teacher and students and students with each other is widely accepted as important in helping learners construct understanding. This empha­ sis is valid for three reasons. First, constructing understanding is ultimately an individual process, and, because ofbackground differences, emotional and cultural factors, and per­ ceptions, individuals' constructions will vary. The only way teachers can determine the extent to which students are correctly interpreting the representations they use is to dis­ cuss them. Ultimately, we want individual learners' constructions to converge, and dis­ cussion is a major vehicle that ensures this convergence. Second, discussion provides feedback for both teachers and students. It helps learn­ ers understand the extent to which their constructions are valid, and it provides them with additional information that helps them continue to construct and reconstruct their understanding. Discussion also provides teachers with information that allows them to assess the extent to which students are progressing toward their learning goals. Third, interaction accommodates the limitations of learners' memories. If their memories become overloaded with information, it will be apparent to the teacher, who can immediately intervene. CONSTRUCTIVIST APPROACHES TO INSTRUCTION. IS­ n­ 19, ne 241 Planning for interaction is essential, and this is why clear goals and effective repre­ sentations of content are so important. Without them, the lesson lacks focus, and pseudolearning or "anything goes" constructivism can result. Too often, planning for social interaction simply means "put the students into groups." It isn't that simple, however. If groupwork isn't carefully planned, it can result in confusion and wasted time. Effective groupwork requires specifying tasks clearly, teaching students how to work together effectively, and careful monitoring by the teacher. In whole-group activities, social interaction is facilitated by teacher questioning. The questioning skills we discussed in Chapter 5 are essential. Without these, discus­ sions tend to revert to minilectures, and the benefits of social interaction are lost. The quality of the representations teachers use also influences student interaction. Effective representations provide students with the information they can use to con­ struct understanding, so they give students focal points for discussing and exchanging ideas. This is why authentic learning tasks and multiple representations of content are so important. If the representations are ineffective, virtually no amount of teacher guid­ ance will result in meaningful discussions. Planning for Productive Learning Environments ster !Sed k of IID­ rer is pha­ idual per­ e the ) dis­ l disearn­ them their em to . their ~ who In Chapter 6 we found that productive learning environments are safe, orderly, and learning focused. A productive learning environment is crucial if learning activities based on constructivism are to be successful. Constructivist learning requires that stu­ dents feel free to offer conclusions, conjectures, and evidence without fear of criticism or embarrassment. It also requires students who are willing to listen to each other, wait their turn, and consider and reconsider their own ideas while others are talking. Stu­ dents may not have these abilities or inclinations when constructivist instruction is first introduced, so teachers need to help them learn to take responsibility for their own be­ havior. Conscious planning helps identify the specific skills to be developed and the strategies, such as modeling, that will be used to teach them. Planning for Assessment Basing instruction on constructivism also has implications for assessing learning. Rather than answering questions about abstract and isolated problems, students demonstrate their understanding in real-world contexts. Lucy's students, for example, were asked to predict what would have happened if they had used a piece of wood or a butter knife instead of a wire for the demonstration with the burner and wax. In addition to assess­ ing students' ability to apply the information they've learned, teachers can gather in­ formation about students' thinking in the process. rwe discuss assessment in detail in Chapter 12.) In summary, when teachers plan for learning activities based on constructivism, they identify goals, organize and sequence learning activities, and assess learning just as they would when using traditional approaches. Planning for constructivist activities, however, requires more care in the way content is represented, as well as conscious planning for social interaction and the learning environment. In addition, teachers need to be more flexible in their thinking, adapting goals and strategies as instruction unfolds. 242 • www.ablongman.com/kauchak4e CHAPTER 7 CONDUCTING CONSTRUCTIVIST LEARNING ACTIVITIES Having examined planning based on constructivism, let's turn now to the learning ac­ tivities themselves. These processes are illustrated in Figure 7.3. The model in Figure 7.3 helps us visualize four important aspects oflessons based on constructivism: • Constructivist lessons typically begin with a problem or question that must be solved or answered. • The lesson focuses on the solution to the problem or the answer to the ques­ tion. The explanations and answers come from learners, not from teachers. The link in Figure 7.3 is from learners, to answers, to the question. There isn't a di­ rect link from teachers, to answers, to questions. • Explanations and answers derive from content representations and social interaction. • Teachers help students construct understanding by guiding the social inter­ action and providing the content representations. , PROBLEM OR QUESTION I I Requires Thinking to Provide an Answer LEARNERS -: <, Use Use -: <, I SOCIAL INTERACTION CONTENT REPRESENTATIONS' -: <, Guides <. Provides -: TEACHER to Facilitate Knowledge Construction r~ 7.3 Conducting Constructivist Learning Activities CONSTRUCTIVIST APPROACHES TO INSTRUCTION. 243 Let's look now at the way Lucy conducted her lesson. As we analyze it, we'll focus on her thinking, because some of what she did was subtle but important for promoting thorough understanding in her students. For example, Lucy: Now ... let's look at what we have here (displaying the coffee maker, pot, and spoon). Let's feel the coffee pot and the spoon. C'rnon up, Sarafina.... How do they feel? Sarafina: Smooth. Lucy: Okay ... how else do they feel? Sarafina: Cold. Lucy: Okay, good .... Sarafma says that the spoon and coffee pot feel smooth and cold. The dialogue you just read illustrates what we mean by "subtle but important." We saw earlier that lessons based on constructivism typically begin with a problem or ques­ tion. Lucy, however, modified this procedure slightly. To understand conduction, the stu­ dents needed to know that the spoon was initially cold. Lucy could have set up her demonstration in advance and simply told the students that the spoon was initially cold and then pose her question, but this would have been less meaningful. This is why the model in Figure 7.3 shows the link from the teacher to the content representation, and from the representation to the students, rather than directly from the teacher to the students-it was important for the students to see for themselves that the spoon was ini­ tially cold. This also illustrates the statement, "The explanations and answers come from learners, not from teachers." The teacher's role in constructivist-based lessons is to facil­ itate this explanation and meaning making. Having set up her demonstration and asking Sarafina to confirm that the spoon was cold, Lucy then assessed the students' current understanding with additional question­ ing. Let's see how she did this. Lucy: Now let's review for a few minutes while we watch the coffee pot .... We've been talking about heat and energy. What is one way that heat is transferred, Bharat? Bharat: Radiation. Lucy: Yes, good, Bharat. Who can give us an example.... Bev? Bev: Well ... like when you hold your hand over a hot burner on a stove, your hand gets warm. Lucy: Good, Bev ... and explain why that's an example ... Dominique? Dominique: Your hand gets warm, but ... it's up above the burner, and ... there's nothing between your hand ... well, there's air between the burner and your hand, but it wouldn't matter. ... Anyway, your hand gets warm because the waves go up and heat it. Lucy: Yes, very good explanation. How about another example? Jim? Jim: When we stand out in the sun, it warms us up. Lucy: And what else do we know about radiation, Lakasha? ... Think about what Do­ minique said. Lakasha: It goes even if there's no air.... Like from the sun to the earth. Lucy: Good, Lakasha.... Can you add a little more to that? What do we mean when we say"no air"? 244 • CHAPTER 7 www.ablongman.com/kauchak4e Lakasha: Like ... a vacuum? Lucy: And what's that have to do with what Dominique said? Lakasha: She said there was no air ... no ... she said it wouldn't matter if there was no air. Ramon: It travels in waves. Lucy: Yes, Ramon, good .... Now remember everyone, radiation is a form of heat energy that travels in waves, and it doesn't need any matter to travel through. We can't see the waves, but they move, such as going from the burner to our hand. We know the waves moved because our hand gets warm. Students' responses indicated they had a valid understanding of radiation, and Lucy also assessed their understanding of convection the same way. Then Lucy used her demonstration to focus students' attention on her problem. Let's see how she did this. Lucy: Now let's look at this again (pointing to the coffee pot). Now carefully corne up and touch the top of the spoon (directed to Sarafina, since she had confirmed that the spoon was initially cold). Sarafina: It's hot. Lucy: It's hot! ... Now that brings up a question. It was cold before, and now it's hot. ... hrnrn? Now I want you to be very good observers and thinkers, and I want you to work with your partner and try to explain why the spoon got hot .... Now before we start, what do we know for sure? Jeremy: The coffee pot did it (referring to the coffee pot and spoon). Lucy: Sure, we know that heating up the coffee pot is important. ... But we want to think about exactly how it did it. ... And what are you going to keep in mind as you work on our problem? Lucy: What have we been discussing? Leeman: Stuff about heat. Lucy: What about heat? Jessica: Radiation and convection. Lucy: Yes, very good.... Keep radiation and convection in mind when you work on your explanation.... Now go ahead. This dialogue illustrates the point, "Constructivist lessons focus on explanations and answers to questions." Lucy posed the question ofwhy the spoon got hot and reminded her students that they were trying to answer the question in the context of what they already understood-radiation and convection. Reminding students that they should keep radiation and convection in mind is an­ other "subtle but important" feature of Lucy's lesson. Students often think about topics in isolation, and when they later encounter topics they've previously studied, they fail to connect and often become confused. This could have been the case with Lucy's stu­ dents. Had they not been reminded to keep radiation and convection in mind, they might have later confused them with conduction. Jason's initial suggestion that radiation is what heated the spoon illustrates this po­ tential confusion. CONSTRUCTIVIST APPROACHES TO INSTRUCTION. 245 Jason: We think it's radiation. The waves go up the spoon and make it hot ... like our hand over the burner. Go ahead, Sonja (seeing Sonja shaking her head). No, I don't think so. Why not? Radiation doesn't need something to travel through ... like we said before....when we put our hand over the burner, there wasn't anything there. Jason: There was air there. Sonja: Yeah, but radiation can go through air. It can't go through something hard ... like a spoon. Lucy: Jason asks a good question. How do we know that radiation can't go through solids, or at least doesn't go through them very well? Lucy: Sonja: Jason: Sonja: Lucy: Suppose you're out in the hot sun, and you move into the shade.... How do you feel? Kathy: Cooler. Lucy: Why do you suppose? Kathy: The tree ... or whatever blocked the sun. Lucy: What's your reaction to that (turning to Jason)? Jason: [ ... guess so.... Yes, that's true. We've now seen four excerpts of dialogue from Lucy's lesson. They illustrate five important features ofleaming activities based on constructivism: • • • • Lesson focus The influence of existing understanding The role of social interaction Ongoing assessment Let's look at them. Lesson Focus Ld :d :y Lucy's entire lesson focused on her initial problem (why the spoon got hot), and it was based on her content representations (her demonstrations, model, and simulation). None of the discussion was conducted in the abstract. Her clear goal and her represen­ tations provided the framework that allowed her to guide students as they attempted to figure out why the examples worked as they did. The Influence of Existing Understanding 1­ cs iii u­ ey 0­ We see the influence of existing understanding illustrated in Jason's attempt to use ra­ diation as the explanation for why the spoon got hot. This is easy to understand. Lucy encouraged students to keep radiation and convection in mind, so his attempt to use one or the other as an explanatory framework is sensible. Lucy anticipated this possi­ bility, and she was able to intervene as we saw in the dialogue. This helped eliminate Jason's initial confusion and helped all students relate the three methods of heat trans­ fer to each other. Had Lucy not encouraged them to keep radiation and convection in 246 • CHAPTER 7 www.ablongman.comlkauchak4e mind, the likelihood of confusion later on would have been greater. This again illus­ trates the sophistication of Lucy's thinking as she planned and conducted the lesson. The Role of Social Interaction Each of the excerpts of the preceding dialogue illustrates why social interaction is so es­ sential. While explaining ideas is potentially easier for teachers, it simply doesn't work very well for promoting deep understanding of the topics students study. This doesn't imply that teachers should never explain ideas to students; rather, it suggests that we should be skeptical of how much understanding is promoted through explanation alone. Interaction encourages students to form and revise their ideas as the lesson progresses. Ongoing Assessment Finally, we see that assessment in Lucy's lesson was ongoing. The students' answers to her questions gave her continual indicators of their understanding, which allowed her to intervene when necessary, as she did when Jason tried to use radiation as an explana­ tion for the spoon getting hot. Each of these features helps teachers make four ongoing decisions while conduct­ ing learning activities based on constructivism: • When to intervene to guide the lesson in the direction of the goal • How extensively to intervene • When to provide additional representations of the topic • When and how to bring the lesson to closure We sawall four of these decisions illustrated in Lucy's lesson. With practice, you'll become better at making these decisions. As you develop, keep one essential question in mind as you interact with the students-"What is the goal?" This question will help you maintain the focus ofthe lesson, it will guide your questioning, and it will help you decide whether or not your initial goal should be modified. Constructivism: A View of Learning. Constructivism views learning as an individ­ ual process in which learners develop their own understanding of the topics they study rather than receive understanding in an already organized form. New learning exists in the context of current understanding and is facilitated by social interaction as learners work with authentic tasks, problems, and questions. Constructivism is becoming in­ creasingly influential in learning and teaching, influenced by research indicating that learners often fail to understand the topics they study in more than a superficial way. Characteristics of Constructivism. Constructivist lessons have four characteristics. First, they emphasize active student construction of new ideas. Second, constructivists believe that all new learning is embedded in and dependent on current understanding. Third, learning is facilitated by social interaction, both between students and in whole group discussions. Finally, learning is enhanced when new content is embedded in real­ istic or lifelike learning activities. CONSTRUCTIVIST APPROACHES TO INSTRUCTION. 247 Constructivist activities are motivating for students in several ways. Since they begin with a question or problem, they activate students' curiosity. Constructivist lessons ac­ tively involve students and use social interaction to examine and challenge ideas. In ad­ dition, because they focus on student learning and understanding, students' efforts during the lesson can increase students' sense of self-efficacy. Planning Constructivist Learning Activities. Constructivist lessons require a clear content goal that acts as a cognitive compass for the teacher during the lesson. In addi­ tion to designing authentic learning tasks, teachers also need to design ways to represent abstract ideas in multiple ways to provide alternate perspectives to students. Another planning task is to provide opportunities for student interaction, which not only allows the teacher to assess current student understanding, but also enhances learning. Conducting Constructivist Learning Activities. Constructivist learning activities begin with a question or problem that provides the focal point for the lesson. Learn­ ers utilize different content representations and social interaction to grapple with the question or problem. The teacher assists this process through strategic questions and timely additions of new examples that assist students in their attempts to develop new understanding. Authentic task Constructivism Database Self-efficacy Social interaction As you've studied this chapter, you've seen how teachers can design and implement in­ struction based on constructivist views of learning. Read the following case study now and consider how effectively the teacher implemented the ideas discussed in the chapter. n :s It S. ts g. le 1­ Kelly Lang has her students involved in a unit on different kinds of poetry, she has exam­ ined several different forms of poetry, and she wants to have her students understand Haiku. She began the class by saying, "We've been studying poetry for several days now, and I want us to look at another form .... Look up here at what I've displayed on the over­ head," and she displayed the following: Deep in a windless wood, not one leaf dares to move ... Something is afraid. Into a forest I called ... The voice in reply was no voice I knew. 248 • www.ablongman.com/kauchak4e CHAPTER 7 I called to the wind "Who's there?" ... Whoever it was still knocks at my gate. "Now go ahead and work with your partner for a few minutes, and I want the two of you to write down as many things as you can that these three excerpts have in common. When you're fmished, we'll discuss them." "Do we turn our papers in?" Omar wondered. "Yes," Kelly smiled. "Remember, we said that you always turn your papers in, unless [ tell you otherwise.... Okay ... go ahead. You have 4 minutes." The students, who were seated next to their partners, turned together, and a buzz of voices soon rose in the room. As the students worked. Kelly moved up and down the aisles glancing at what the students had written and making periodic comments, suggestions, and reminders about what they were supposed to do. At the end of the 4 minutes, Kelly announced, "Okay, everyone, turn back this way .... Now ... let's go ahead and see what we've come up with .... Tell us one thing you have written down.... Go ahead, Latasha." " ... Three lines in each one." "Good .... Dale? "The middle line is longer than the top one and the bottom one." "Toni?" " ... There's three little periods in each one." "What are those little periods called?" Kelly queried, "and what do they mean? ... Anyone?" "No one? ... Okay, ['II tell you They're called 'ellipses' and they're used to indi­ cate that something is left out of the line See, you learned something new," she smiled. "Now, ... back to what we're doing. What else? ... Nita?" "Everybody already took ours." "Ohh, no," Kelly prompted. "Look a little more carefully. What are each of the exam­ ples about? ... I mean what kind of a theme do they have?" "They're like ... I'm not sure what you mean." "Well, what's the first one about?" " ... The woods?" "Yes, each of the excerpts is about nature," Kelly waved. "Good, Nita. "Now, if you look" she continued, "you'll see that they're also each expressing some form of emotion, ... likein the first one it says that something is afraid.... The emotion may be unstated, but it's there, nevertheless. "So, let's go on.... What else do you see in the examples? ... Anyone?" "How many syllables in the first line of each poem? ... Look carefully.... How many?" " ... There's five in the first and second one, ... and ... six in the third one," Jamie said after studying the examples for several seconds. "Not quite," Kelly smiled. 'Actually, there's five in the third one as well. Maybe you Now ... if you look at the thought 'called' has two syllables, but it's really iust one third line, you'll see that it also has five syllables in it. Everyone take a good look ... Do CONSTRUCTIVIST APPROACHES TO INSTRUCTION. 249 you all see? ... Very good .... Okay, let's take a look at the second line of each. How many syllables there? ... Look carefully." " ... I think ... seven," Noreen offered hesitantly. "Excellent, Noreen! ... Indeed it is seven So we have a pattern in the exam­ ples Go ahead and summarize it for us Somebody want to volunteer?" " I will," Tony waved. " ... they have five syllables in the fIrst line, ... and ... in the third line, and ... seven in the middle line." "Good, and can someone add to that ... what are they about?" " ... Nature," Juan noted. 'All right, and one more part. Someone?" " ... They tell about ... some emotional something," Donna added, "But I don't really get that. ... I don't see it." "It is a little hard to see," Kelly acknowledged. "It's sort of unstated, but if you look carefully, you can kind of see that it's there." Kelly then went on, "Now, what I want you to do is get together again, and compose a poem similar to the ones we've been studying.... Then, we'll share them .... Okay? . .. Go ahead." Questions for Analysis Let's look at Kelly's lesson now based on the information in this chapter. In doing your analysis, you may want to consider the following questions. In each case, be specific and take information directly from the case study in completing your analysis. 1. The chapter focused on instruction based on constructivist views oflearning. How effectively did Kelly apply the characteristics of constructivism in her lesson? If you believe her lesson could have been more constructivist, make specific sug­ gestions for doing so. 2. Multiple representations of content are important when teaching based on con­ structivist views of learning. How effectively did Kelly implement the idea of multiple representations of content? Be specific in your response. 3. The ability to ask questions that guide learners' developing understanding is criti­ cal in constructivist approaches to instruction. How effective was Kelly's question­ ing? If you believe it could have been more effective, identify specific instances in the case study where it could have been improved. 4. As in many classes, Kelly's students had diverse backgrounds. How effectively did her lesson accommodate the background diversity of her students? Again, be spe­ cific in your response. 1. Think about your present beliefs about good teaching. Where did they come from? What kinds of experiences did you use to form those beliefs? What kinds of experiences are you finding most valuable in your teacher education program in terms oflearning to teach? What do your answers to these questions tell you about constructivism as it applies to learning to teach? 250 • CHAPTER 7 www.ablongman.com/kauchak4e 2. Are all kinds of social interaction equally valuable? What factors influence the ef­ fectiveness of social interaction as a learning tool? 3. What types of authentic tasks do you encounter in your teacher education pro­ grams? What makes them authentic? How does their authenticity influence their effectiveness in promoting growth? 4. Should all learning tasks be authentic? Why or why not? What obstacles do teachers face in attempting to incorporate authentic tasks in their teaching? 5. What can teachers do to make the following teaching activities more construc­ tivist and learner centered? a. lectures b. Jearning from text c. labs d. drill and practice 6. As technology becomes increasingly prominent in schools, will constructivism be­ come more or less important? Why? 1. Constructivism in the Classroom. Observe an interactive lesson in which a teacher is teaching a new idea or concept. To what extent does the lesson incorporate these components of constructivism: a. Learners construct their own understanding. b. New learning depends on current understanding. c. Learning is facilitated by social interaction. d. Authentic tasks promote learning. What could the teacher have done to make the lesson more constructivist? 2. Constructivism: The Learner's Perspective. Interview several students individually after observing a lesson. Ask: a. What did they learn (ask them to explain in their own words)? b. How is this idea or skill related to other ones? c. Why is it important? What do their responses tell you about what students take away from a lesson? 3. Social Interaction. Observe a class for several hours and note the number of oppor­ tunities students have to talk with each other. Are these opportunities structured or unstructured? Are they sanctioned by the teacher? Then interview the teacher. Some questions you might ask are: a. How important is student interaction for learning? b. How does it promote learning? c. What strategies does the teacher use to structure or encourage social interaction? d. What problems are encountered when using social interaction as a learning tool? How do you plan to use social interaction to promote learning in your classroom? CONSTRUCTIVIST APPROACHES TO INSTRUCTION. 251 4. Authentic Learning 'Tasks. Examine a teacher's edition of a text in a content area that you are going to teach in. How adequately does the text translate abstract ideas into authentic tasks? How does the content area influence the kinds of au­ thentic tasks used? How could the teacher supplement the text to make learning more constructivist? 5. Constructivism: Planning. Plan a lesson using the guidelines found in this chapter. a. How did you accommodate or include: • Student construction of understanding • Student background knowledge • Social interaction • Authentic learning tasks? b. How does the planning process differ from planning a different kind oflesson? c. What was the most difficult aspect of planning? The easiest? How is planning a constructivist activity different from other types oflessons? 6. Constructivism: Implementation. Teach the lesson that you planned for in activity 5 above. a. How did your role as a teacher change? Was it easier or harder? b. How did students respond to the lesson? c. What were the strengths and weaknesses of the lesson? d. What would you do differently next time? e er -r, n: m:? I. Understanding concepts A. Concepts: Categories that simplify the world B. Theories of concept learning C. Representing concepts: Examples and nonexamples D. What makes concepts easy or hard to learn? E. Concept learning: Misconceptions and conceptual change F. Making concepts meaningful: Superordinate, coordinate, and subordinate concepts II. Planning for concept learning and teaching A. Identifying precise goals B. Goals and examples III. Teaching concepts: Involving students in learning A. Deductive concept teaching: A teacher­ centered approach B. Inductive concept teaching: A learner­ centered approach C. A comparison of deductive and inductive approaches to concept teaching D. Spontaneous concept teaching rv. Understanding relationships among concepts: Generalizations, principles, and academic rules V Teaching generalizations, principles, and academic rules A. Planning for teaching generalizations, principles, and academic rules B. Implementing lessons for teaching generalizations, principles, and academic rules VI. Accommodating diversity in concept learning and teaching VII. Utilizing technology in concept learning oncept learning represents an important part of the curriculum at all levels, includ­ () ing college. In fact, concept learning is a central focus of this text, as indicated by the fact that important concepts are given in bold type in the body of the chapters, and they're listed at the end of each. Students use concepts to help them understand and organize their world, and teachers support the process by providing clear examples and helping students see how the examples illustrate the concept's characteristics. In this chapter, we examine concept learning and describe ways that teachers can help learners construct concepts that are meaningful to them. When you've completed your study of this chapter, you should be able to meet the following goals: • Explain the role that concepts play in the school curriculum. • Describe how examples contribute to concept learning. • Identify the relationships between superordinate, coordinate, and subordinate concepts. • Describe similarities and differences between inductive and deductive ap­ proaches to teaching concepts. • Describe the relationships between principles, generalizations, and academic rules and how to teach each. Terry Marsden, a high school social studies teacher, finished taking roll, hung the atten­ dance sheet on the door and began: "Class, let's continue our unit on research techniques in history. Remember, we're trying to understand where the content in our history books comes from, and what it is that histori­ ans do. To do that I'd like us to look at two headlines that might have appeared in 1770." LONDON TIMES Boston Mob Attacks British Soldiers. Five Killed and Eight Wounded by British Tr-oops Attempting to Quell Riot. BOSTON GLOBE Massacre in Boston! BritishTr-oops Fire on Innocent People. Five Innocents Killed and Eight Wounded in Military Massacre. Terry continued, "What's going on here? Jacinta?" 254 • www.ablongman.com/kauchak4e CHAPTER 8 "We ... we have two different versions of the same event." "Which one is correct?" Terry asked. "Or perhaps more importantly for our purposes today, how could we find out? ... Let's leave the Boston Massacre for a second and talk about two important ideas in historical research: ... primary and secondary sources. Today we are going to learn the difference between these two." With that, she drew the diagram that appears in Figure 8.1 on the board. She continued, "Primary data sources are original documents; the person describing the event was actually there. Original means firsthand and unchanged. For instance, take a look at this. What is it? ... Duk?" and she then held up a piece of homework that one of the students had turned in the day before. "It ... looks like our homework." "Yes, exactly, Duk?" Terry smiled. "It is your homework. And if someone wanted to do an analysis of the homework in this class, this would be a primary source.... It is an actual, unmodified piece of homework. 'An example of a primary source in our Boston Massacre situation could be a letter from someone who had actually witnessed the event, or a newspaper columnist who was there and wrote an article about it. "A secondary source, by contrast, is a description by a person who was not there but who got information from someone who mayor may not have directly observed the event, "So what would be a secondary source in the case of our homework? . .. Kyung?" "It would be like ... like someone in the class describing the kind of homework that you usually give in here." "Good, Kyung.... Now, let's write these definitions on the board so we won't forget them." Terry wrote the definitions on the board and said, "Let's stop here for a second, and think about why the differences between the two types of sources is important. ... Any­ one? . ,. Steve?" "With ... a primary source there's less of an opinion involved. A secondary like the newspaper headlines." source ... has interpreted it We can think of a secondary source as a filter that the in­ "Good thinking, Steve formation has passed through. So distortion or inaccuracy increases when secondary sources are used. Let's see how this works by looking at some different types of data and see if we can tell whether they are primary or secondary. How about this one?" and she held up a small book. "What is it?" Jed asked. Research Methods in History I I Data Sources ,_ _ 1_-----. I Primary r~ Secondary 9. r Research Methods LEARNING AND TEACHING CONCEPTS. 255 "Good question.... It's a diary.... So what do you think? ... Yolando?" "It's ... a primary source." "Why?" Terry probed. " ... Because it was written by the person himself" "Good," Terry nodded smiling. "In fact, historians have used the diaries of historical fig­ ures extensively in their analysis of historical events. Let's label that one primary with a big P. "How about another one? ... This is Fawn Brody's biography of Thomas Jeffer­ son." Terry held up the book. "Would that be a primary or secondary source? ... Sarah?" "Secondary ... because she was a modern biographer and wasn't there at the time that it occurred." "Good, let's put an 5 to indicate 'secondary' by it. "Now, how about this one? ... Let's pretend we're writing a history of the student government in our high school. Would the minutes of the student government meetings be primary or secondary? . . . Taeko?" "I'm ... not sure." "Let's think about it," Terry continued. "Remember, one of the important ideas about primary sources is that the person writing them had to be there." "Ohh ... okay. The secretary taking the minutes would be there so it would be a pri­ mary source." "Good. Let's write that up here. Now can anyone give us an example of a secondary source using the same topic? . " Bill?" "How about a school newspaper article written from the minutes. The person who wrote the article wouldn't have been actually there." They continued for several more minutes, with Terry giving some additional examples and also asking the students to supply some of their own. Then she returned to the Boston Massacre headlines and her outline of research methods in history. UNDERSTANDING CONCEPTS We have two goals when we teach concepts. The first is to have our students understand what the concept is. This is done through the use of exampJes that illustrate or contain the essential characteristics that define the concept. Terry helped her students under­ stand primary and secondary data sources by presenting them with concrete examples of these concepts and analyzing these examples through interactive questioning. The second goal is to help students understand how the concept relates to other concepts. This prevents students from learning and remembering concepts as isolated categories. We want concepts to be connected to what students already know and to be differenti­ ated from closely related concepts. Terry accomplished this second goal by linking pri­ mary and secondary sources to data sources and research methods in history and by comparing the two concepts to each other. When we accomplish these two goals, we have meaningful concept learning. Think about some of the topics that you've studied in this book so far. Among many others, you examined behaviorism and teacher-effectiveness research in Chapter 1, at­ risk students and culture in Chapter 2, affective domain and objectives in Chapter 3, and aca­ demic learning time and modeling in Chapter 4. Similar examples could be found in Chapters 5, 6, and 7. 256 • www.ablongman.com/kauchak4e CHAPTER 8 Each of these topics is a concept. Forming concepts is one of the most important forms oflearning that exists, both in and out of school. They're essential units of human thought; they guide our communication and help us understand our environment. For example, when we read a newspaper columnist and conclude he or she has a strong con­ servative bias, we are using the concepts conservative and bias. These concepts allow us to understand the author and help us communicate our understanding to others. The next section looks at how concepts help us understand the world and commu­ nicate that understanding to others. Concepts: Categories That Simplify the World As we see from the preceding examples, concepts represent a major portion of the school curriculum, and much of teachers' efforts are directed at teaching them (Klaus­ meier, 1992). Concepts are mental categories, or classes, ~f objects, events, or ideas, illustrated by examples and defined by common characteristics. For example, if students saw the polygons in Figure 8.2, they would describe them all as squares, even though the shapes vary in size and orientation. Square represents a mental category or class into which all exam­ ples of squares can be placed. Concepts help us simplify the world. The concept square, for example, allows peo­ ple to think and talk about the examples in Figure 8.2 as a group instead of as specific objects. Having to remember each object separately would make learning impossibly complex and unwieldy. Similarly, the concepts primary source and secondary source helped Terry's students simplify their study. For instance, rather than looking at George Washington's diary, a letter written at the time of the Boston Massacre, and a newspaper article written by an eyewitness, as documents to be studied and understood separately, students could clas­ sify all three as primary sources, making their study much easier and their understanding of the world more complete. Additional examples of concepts in language arts, social studies, science, and math are listed in Table 8.1. This is only a brieflist, and you can probably think of many more for each area. Students also study major scale and tempo in music, perspective and balance in D -f~ 8.Z Squares LEARNING AND TEACHING CONCEPTS. 257 ~ O.( CONCEPTS IN DIFFERENT CONTENT AREAS Language Arts Social Studies Science Math Gerund Culture Acid Composite number Noun Republican Conifer Equivalent fraction Plot Conservative Compound Square Simile Mercantilism Force Multiplication Direct object Gross national product Momentum Ellipse art, and aerobic exercise and isotonic exercise in physical education. In addition, we teach many other concepts in school that don't neatly fit into a particular content area such as honesty, justice, love, internal conflict, and our previous example with bias. From our discussion, we see that some concepts, such as square or noun, are simple and can be taught to young children, whereas others, like mercantilism, are more diffi­ cult, requiring more mature students. Let's examine concepts a bit further. Consider the italicized words in each of the following sentences. Anya runs very fast. I studied for this test for four hours. You are reading the information in this section. Beena drove the ball out of the park. Kathy is a good math student. We see that the italicized words are quite dissimilar-their spellings are different, some indicate an event in the past while others are in the present, one involves two ital­ icized words, and some suggest more energy than do others. However, desER:eir dif­ ferences, they are similar in that they all describe an action ora state 278 • CHAPTER 8 www.ablongman.com/kauchak4e For example, the National Gallery of Art videodisc by Videodisc Publishing contains a vast array of works by great artists, information that would be inaccessible in any other way. Windows on Science, a collection of still-life and moving images, allows science teachers to illustrate hard-to-imagine ideas and structures. One teacher shared this experience: In a unit on the human ear, for example, I begin by asking questions: "What is an ear?" "How does it work?" "What is vibration?" I hold up a plastic model of the ear and begin explaining how we hear. Then I stop for just a second to click on a slide of the ear from a life science videodisc, and my presentation comes alive. "Oh, that's how it works," says one boy. "It looks like a little snail shell," says another. By showing just this one slide from the many slides, diagrams, and film clips available on the videodisc, my students can actually see inside the ear. It's so much better than a text­ book. The students are really attentive and in tune with the subject. (Weiland, 1990, p.22) An integrated multimedia package in social studies called Grapevine combines videodisc with a computer hypercard program. In it are contained snapshots as well as news footage of scenes from the Great Depression (Solomon, 1989). The package not only allows teachers to transport their students back in time but also provides opportu­ nities for students to use these images in projects and reports. These technology resources can provide powerful ways for representing concepts, principles, and generalizations when the actual materials are unavailable. Virtually all schools now have videotape players, and videodisc players are becoming more common as prices come down. In each of these cases, we're trying to represent the topics we teach in ways that are as meaningful as possible. This means providing as much information as we can in the representations, and technology can be an important resource in helping us do that. Understanding Concepts. Concepts form an important part of the curriculum. When we teach concepts, we want students to understand: (1) the concept's essential characteristics, (2) how these relate to positive and negative examples, and (3) the rela­ tionship of the concept to other ideas. This last function is accomplished by linking the concept to superordinate, coordinate, and subordinate concepts. Planning for Concept Learning and Teaching. When we plan for concept teaching, our primary concern is providing examples that assist learners in identifying essential characteristics. This requires that teachers thoroughly understand the different dimen­ sions of the concept, how it is related to other concepts, and how the concept can be il­ lustrated with examples. Teaching Concepts: Involving Students in Learning. Concepts are taught in two major ways. In deductive teaching, a definition is presented and linked to positive and negative examples. An inductive sequence presents students with examples and then asks students to analyze the examples to identify essential characteristics. Both types of LEARNING AND TEACHING CONCEPTS. 279 concept lessons are interactive, to encourage student involvement and to allow the teacher to gauge whether students are understanding the concept. Spontaneous concept teaching occurs when ambiguous concepts are encountered in the course of a lesson. The same essential components of effective concept teaching apply here: (1) positive and negative examples, (2) characteristics, (3) superordinate con­ cept, and (4) coordinate concept. Understanding Relationships among Concepts: Generalizations, Principles, and Academic Rules. Generalizations, principles, and academic rules connect concepts and describe patterns in the world. Like concepts, these abstractions can be taught both inductively and deductively. As with concepts, examples in the form of data are essen­ tial to help students link these abstractions to the real world. Teaching Generalizations, Principles, and Academic Rules. As with teaching con­ cepts, generalizations, principles, and academic rules can be taught inductively or de­ ductively. In a deductive approach, the abstraction (generalization, principle, or rule) is stated and linked to examples. In an inductive sequence, teachers present students with examples and guide them to a statement of the abstraction. [ Accommodating Diversity in Concept Learning and Teaching. To accommodate .. n background differences when students are learning concepts, principles, generalizations, and academic rules, teachers try to provide representations that contain all the informa­ tion students need to understand the topic being taught. D Utilizing Technology in Concept Learning. Technology is an important resource for representing topics when the real thing isn't available. As with other forms of instruc­ tion, it is a powerful tool for helping teachers represent concepts that are hard to illus­ trate in other ways. Computers, videodiscs, CD-ROMs, and videotape all can be utilized to illustrate concepts and the relationships among them. • tIL. W !a­ be ng, rial en­ il­ $ ot Academic rules Characteristics Concept Coordinate concept Definition Example Generalization Model Nonexample Principle Prototype Subordinate concept Superordinate concept As you've studied this chapter, you've seen how teachers can design and implement in­ struction to help their students understand concepts, generalizations, principles, and academic rules. Read the following case study now and consider how effectively the teacher implemented the ideas discussed in the chapter. 280 • CHAPTER 8 www.ablongman.com/kauchak4e Carl Ruiz has his art class involved in a study of the Impressionist school of art. He began his third/period class by saying, "Let's take a look at some paintings today done by Impres­ sionists. This one is by Vincent Van Gogh. It's called Seascape on Saintes Maries. Since there are boats and water, that makes sense, doesn't it? The other is by Monet. What do you think it might be called? . .. Isabelle?" a • • • How about 'Harbor Scene'?" Isabelle responded after gazing at the picture. "That's a good idea. How about you, Tim?" "Maybe ... 'Sailboats'?" 'Actually you're both close. It's called Bridge at Argenteuif. Argenteuil must be the name of a harbor with a bridge that Monet painted. He has other paintings located here. Let's take a look at these paintings and talk about how the artist put them together. Let's focus on the Van Gogh first. What do we see in it? ... Kyo?" " ... I see a bunch of boats on a choppy sea." "OK, good," Carl smiled. "Anything else? ... Yolando?" " ... They look like small fishing boats because they only have one mast." "Good observation, Yolando.... How does the painting make you feel?" " ... Kind oflike I'm right on the water." "Why do you think it does that?" "Well, I'm not quite sure .... You can see, almost feel, the waves in the front of the painting. They sort of look almost alive, if that makes any sense." "That's an excellent description, Yolando!" Carl responded enthusiastically. "Keep what Yolando said in mind, everyone. Now, look over here. Does everyone see these waves here? Why do they stand out? ... Gary." "Got me," Gary shrugged. "What color are they?" Carl prompted. " ... Yellow." "OK, and what color is the background?" "Blue-green." "Okay. Does anything else in the painting stand out? ... Jeremy?" " ... The sails on the boats. Hey, they're yellow, too." "Good," Carl smiled in response to Jeremy's revelation. "Now notice the color of the sky surrounding these sails. What color would you call it? ... Michelle?" " ... Mmm, purple, almost violet." "Okay, let's keep those combinations in mind as we look at the next picture. This one is the Monet. And it's a water scene too. But look at the water. How is it different from Van Gogh's Seascape? . . . Duk?" " ... It's really calm. There are only little waves and not much is moving." "Fine, Duk. Now, let's look at this painting more closely. What do we tend to focus on when we see it? .. , What does Monet want us to look at here? ... Anyone? ... Sam?" " ... I think it's the sailboat." "Why do you think so?" " ... Well, for one thing it's in the center of the picture." "Good, the position of an object pulls the viewer toward it. Why else are we drawn to the sailboat? Look at its mast. What does the mast do in this painting? ... Suzanne?" " ... It really sticks out." 1 LEARNING AND TEACHING CONCEPTS. "Why do you think so?" " ... Well, I don't know. It just does." "Think about our observations of Van Gogh's Seascape on Seintes Maries. How does our Monet compare to that picture?" " ... Well, they both have light colors next to dark," Suzanne responded, looking back and forth from one picture to the other. "Excellent, Suzanne!" "Now, I'd like you to look at this painting that I put together just this morning. What does it look like? . .. Fred?" " ... A bull's eye." "Good, and what colors do we have here? ... Jianna?" "Red and green." "Okay. What happens when we put these two colors together? What does it do to the painting? . .. Sonya?" " ... The red kind of jumps out at you and the green sort of fades." "Good. Who remembers what we call color pairs like the ones we've been dis­ cussing? Let's write them up on the board." Carl then wrote: Yellow-Violet Orange-Blue Red-Green "George, do you remember?" " ... They're complementary colors." "Excellent! Everyone, look at the color wheel. Note how the color pairs are at oppo­ site sides of the color wheel. Now let's look back at the three paintings we've been dis­ cussing to see if we can make a statement about what happens when we put complementary colors next to each other. Think for a minute .... Give it a try Nancy." " ... r think they do two things. One is that they really make each other stand out. It's a really sharp contrast. The other is that the dark colors look like they sink," Nancy said hesitantly. "Good ideas, Nancy. Did everyone hear them? Let's write them down here so every­ one can see ..' .. What did Nancy say? Janet?" " ... Complementary colors next to each other make each other stand out," Janet repeated. "Excellent, Janed That's a precise statement of the relationship we found. Now what else? ... Suki?" "The brighter color in the pair stands out and the darker one recedes," Steve re­ sponded confidently after hearing Janet's description. "Okay! Good work, all of you. Now let's take a look at one more painting and I want everyone to see if these statements make sense. This one is called The Dance, and it's by Henri Matisse. Which colors stand out and which recede? . . . Tony?" "The oranges really jump out and the greens and blues recede." Carl continued, "Excellent! and why is that the case? ... Ken?" " ... The orange is lighter, so it stands out, and the greens and blues are darker so they recede." 281 282 • CHAPTER 8 \NWW,ablongman,com/kauchak4e "Very good explanation, Ken, and good work everyone," Carl emphasized tri­ umphantly with outstretched hands in the air. "Now let's see if we can apply these ideas to our own paintings. I've set up some still-lifes over here for us to paint. Let's try to use some of the complementary colors that we discussed to emphasize objects in our paintings." The students went to work on their paintings and continued through the rest of the period. Questions for Analysis Let's look at Carl's lesson now based on the information in this chapter. In doing your analysis, you may want to consider the following questions. In each case, be specific and take information directly from the case study in completing your analysis. 1. What type of content was Carl Ruiz teaching? How good a job did he do in teaching these content forms? What else might he have done to improve his teaching of this type of content? 2. Was the lesson inductive or deductive? Why? How could it be changed to utilize the other strategy? 3. What strategies did Carl use to actively involve students in learning? How might this involvement be improved? 4. Comment on the quality of Carl's teaching. How might it be improved? 5. To what extent was Carl's lesson based on constructivist views oflearning? Defend your answer using the characteristics of constructivism discussed in Chapter 7, 1. How does the importance of concepts in the curriculum vary with respect to: a. Grade level (e.g., Is there relatively more emphasis on concept learning in the first few grades than in high school or vice versa? How do the kinds of con­ cepts change?) b. Ability level (e.g., Do lower-ability students need more or less emphasis on concepts?) c. Subject matter (How does the specific focus of a content area, like social stud­ ies or art, influence the emphasis on concepts?) 2. What are the implications of this chapter with respect to assessing for concept learning? 3. Some researchers in the area of concept learning have suggested that the optimal number ofpositive/negative examples to be used in teaching a concept is three. What factors might influence this number? 4. What advantages are there in asking students to generate their own examples and nonexamples of concepts, generalizations, principles, and academic rules? What disadvantages might exist? 5. What are the advantages and disadvantages of inductive and deductive approaches to concept teaching? How does your particular grade-level focus (elementary or secondary) influence the value of either? Content area? , LEARNING AND TEACHING CONCEPTS. 283 6. What concepts have you encountered in your teacher education program? In the class you are in right now? How were they taught? Assessed? How could this in­ struction be made more effective? 1. Cognitive Goals. Examine a school district's curriculum guide for a specific area of the curriculum (e.g., fourth-grade social studies or high school biology). What percentage of the goals involve concept learning? In your answer construct a list of the important concepts included. Do you think the emphasis on concept learn­ ing is appropriate? If not, how would you modify? I 2. Textbook Content Goals. Analyze a chapter from a content-area textbook in your area (e.g., second-grade science or eighth-grade English). How much emphasis (pages or sections) is given to concepts? How are they organized? Is the organiza­ tion apparent to students? How would you improve the presentation of concepts in this text? 3. Concept Teaching in 'Textbooks. Identify a specific concept being taught in a school text. Analyze the quality of the concept teaching in terms of the following criteria: a. Characteristics (clearly defined?) b. Examples and nonexamples (linked to characteristics?) c. Superordinate concept (familiar to students?) d. Coordinate concept (clearly differentiated from the target concept?) What could you as a teacher do to supplement the content of the text? 4. Interactive Concept Teaching. Observe a teacher teaching a concept (or teach one yourself) and critique the lesson in terms of the criteria in Portfolio Activity 3. What would you do differently next time? 5. Interactive Teaching of Generalizations, Principles, or Rules. Observe (or tape) a lesson in which one of these three forms of content is being taught. a. Identify the abstraction. b. What examples were used to illustrate the abstraction? c. Was the sequence inductive or deductive? Explain. d. Were students asked to apply the generalization? How? What suggestion do you have for making the lesson more effective? 6. Concept Learning: The Students' Perspective. Identify a concept that you feel is im­ portant. Interview several students, ideally some that are high and low in ability, asking them to explain the concept in terms of the following: a. Essential characteristics b. Examples c. Links to other concepts What do students' responses tell you about their understanding of the concept? What implications do their responses have for you as a teacher? I. Social interaction: Theoretical perspectives A. Developmental theories B. Elaboration theory C. Motivation theory II. Using groupwork to facilitate learning A. Organizing and conducting groupwork activities B. Working in pairs: Introducing groupwork C. Working with larger groups D. Combining pairs E. Groupwork with higher-level tasks III. Cooperative learning A. Cooperative learning: The essential components B. Cooperative learning: Getting started C. STAD: Student Teams-Achievement Division D. Jigsaw II E. Group investigation E Computer-mediated communication: Using technology to facilitate cooperative learning G. Using cooperative learning to capitalize on diversity IV Discussions A. Using discussions to promote student growth B. Promoting cognitive growth with discussions: Planning C. Promoting cognitive growth with discussions: Implementation D. Affective discussions: Promoting ethical and moral growth V Peer tutoring: Students as resources A. Research on peer tutoring B. A basic peer tutoring model a s you've studied the content of this text, you've seen that student involvement is a critical part of the learning process, and when you studied constructivism in Chap­ ter 7, you found that social interaction is an effective way to promote involvement and increase understanding. In this chapter we return to the topic of social interaction and examine cooperative learning, discussions, and peer tutoring, three instructional strate­ gies that have social interaction as a core element. When you've completed your study of this chapter you should be able to meet the following goals: • Explain how social interaction facilitates learning. • Explain how group goals, individual accountability and equal opportunity for success contribute to the effectiveness of cooperative learning. • Plan and implement different cooperative learning strategies. • Describe how discussions can be used to attain both cognitive and affective goals. • Describe how to plan for and implement peer tutoring lessons. Maria Sanchez, a sixth-grade middle school teacher, was staring out the window of the teacher's lounge, when Terry Cummings, her friend and confidante, came up behind her. "Hey, what's wrong?" Terry asked. "You look like you lost your dog or something." "Not really," Maria replied with a wry smile. "I'm just a little discouraged. I've been teaching my tail off, but lean't seem to get the kids into it. I'm putting my whole self into it, or at least I think I am, and half the class isn't even listening. They seem bored, and I hate to admit it, but when they're that way, it drags me down. Any ideas?" "Hmrn ... don't know ... maybe ... maybe you're trying too hard. Sounds like you're giving a hundred percent, but maybe it's in the wrong direction. I used to be 'Ring­ master Ned' too, but the rest of the circus wasn't with me," Terry replied with a sympa­ thetic shrug. "I'm not sure what you mean .... Say more .... I thought that's what good teaching was all about-being in front of them and giving it my all?" "Well, it is ... I mean, sure, we're giving our all. but ... and yes, there are times when we need to stand up and explain and model things, but ... if that's all you do, you know, I mean ... if that's all we do, ... no matter how enthusiastic we are, we'll lose 'em. My kids need to be doing stuff-talking, writing, working with each other. I've got some ideas if you're interested." "Sure, can't hurt ... I'm sort of desperate. I'll try anything." 286 • CHAPTER 9 www.ablongman.com/kauchak4e When people think about teaching, they often picture a teacher at the front of the room explaining, writing on the board, and asking questions. This approach can be ef­ fective for learning certain types of content, such as concepts, generalizations, and aca­ demic rules, which you studied in Chapter 8, and for learning skills and organized bodies of knowledge, which you will study in Chapter 11. Some goals, however, can't be effectively met by having a teacher standing in front of the room and explaining. We've all heard teachers say, or have even said ourselves, "The kid is capable. He just won't work." Often the problem is motivation, and moti­ vation often suffers when teachers talk too much and students listen passively. This is one reason to use teaching strategies that employ social interaction. They are motivat­ ing to students (Zahorik, 1996). In other cases, students won't listen to each other. They appear narrow minded and are even rude to their classmates. These behaviors reflect students' attitudes, values, and interpersonal skills. Developing students' inclinations and abilities to listen, to work with their classmates on projects, and to cooperate in solving problems are important educational goals. For these goals, alternatives to whole-group, teacher-centered instruction are needed. This chapter describes instructional ap­ proaches designed to reach these goals. SOCIAL INTERACTION: THEORETICAL PERSPECTIVES Theories and research examining the way people learn should guide the way we teach. This is the conceptual foundation on which this text is based. In this section we describe research that examines the role that language and social interaction play in learning. The powerful role that social interaction plays in learning can be explained from three theoretical perspectives. The first of these is the developmental theories ofJean Pi­ aget and Lev Vygotsky. The second explanation for the effectiveness of social interac­ tion in learning is elaboration theory. The third perspective on the effectiveness of learning theory comes from motivational theory. Let's examine each of these now. Developmental Theories Devon: Look at the bugs. (Holding a beetle between his fingers and pointing at a spider.) Gino: Yech ... Put that thing down. Besides, that's not a bug. It's a spider. (Gesturing to the spider.) Devon: What do you mean? A bug is a bug. They look the same. Gino: Nope. Bugs have six legs. See? (Touching the legs ofthe beetle.) He has eight legs Look. (Pointing to the spider.) Devon: So, bugs ... have ... six legs, and spiders have eight. (Eggen and Kauchak, 200I, p. 293) From a developmental perspective, social interaction encourages learning because it en­ courages students to reevaluate their own views of the world. Jean Piaget, the Swiss developmental psychologist, would interpret this episode by saying that Devon's equilibrium was disrupted by the discussion since he saw evidence that the beetle and spider were different, and he resolved the problem by reconstructing his thinking to accommodate the evidence (Berk, 1997; Byrnes, 2001). The same oc­ i CAPITALIZING ON SOCIAL INTERACTION. I 287 curs when we share our political views with someone else and change our views in light of the conversation. In both instances, exposure to a different perspective caused people to reevaluate and change their beliefs. Lev Vygotsky (1978) explains the importance of social interaction from a different perspective. He views development and learning as processes that begin on the outside and then are internalized. For example, let's see how social interaction helps a father teach his toddler how to get dressed. "Okay, here we go. Let's get dressed so we can go visit Grandma. First, we take off your pajamas and put on your underwear. Wow, these pajamas are tight. Next we put on your shirt. There. Then your big boys, and now your pants. Look at those little doggies on the pants." "Doggy?" "Yes, those are doggies. Aren't they cute? Ruff, ruff! Grrrl Now we put on this sock. Then your shoe. Now you do the other one." "Shoe?" "Yes, that's a shoe. Wait a minute, though. What do we have to put on before the shoe? Look over here" (pointing to the sock). "That's right, first you put on your sock, then your shoe." "Sock first?" "Yeah, that's right. Put on your sock first, then your shoe. Atta boy!" (Eggen and Kauchak. 1999, p. 48) n 1­ c: Through interactive dialogue embedded in activity, the father helped his son learn how to dress himself. Social interaction plays a similar role in the classroom. It provides a forum for the exchange of ideas that are first discussed externally or orally and then internalized. As we use language to learn new concepts, our view of the word changes. For example, after we take an art or music history class, we see and hear things that we didn't know existed before. Language also allows us to share our thoughts with others, refining them in the process. In both views of social interaction-Piaget's and Vygotsky's-social interaction fa­ cilitates learning by encouraging students to listen to the views and perspectives of oth­ ers. Piaget views this social interaction as a catalyst for students to reevaluate their own beliefs about the world; Vygotsky sees social interaction as a vehicle for more knowl­ edge about others to share their expertise with others. In both instances, students learn by talking and listening. Elaboration Theory -n­ by Ice ing )C- Elaboration makes information meaningful byforming additional links in existing knowledge. Cognitive research on the way people learn suggests that one of the most effective ways to retain new information is to elaborate or restructure it and connect it to what we al­ ready know (Slavin, 1995; Ormrod, 2000). For example, effective note taking is most effective when we actively restructure the information in ways that are meaningful to us. In a similar way when we read, active note taking encourages us to elaborate on con­ tent and connect it to what we already know. 288 • CHAPTER 9 www.ablongman.comlkauchak4e Social interaction facilitates elaboration in two ways. It forces us to organize our own ideas, restructuring them so they'll make sense to another person. Social interac­ tion also encourages us to elaborate on the ideas of others, listening to them and con­ necting them to what we already know and believe. Motivation Theory A third explanation for the effectiveness of social interaction in the classroom relates to motivation theory (Slavin, 1995). In all too many classrooms, the primary mode of interaction is teacher-student, with students not only competing for the right to speak but also for the teacher's approval for a right answer. Since interaction is competitive, and one student's success decreases the chances that others will succeed, many drop out, failing to participate, or view participants as nerds or teacher's pets. Social interaction in.; ... the form of groupwork, when structured effectively, can encourage students to work to­ gether towards common learning goals. A final thought-if social interaction is so good, why don't we just let students talk all the time? The answer is that what they talk about and how they talk about it are es­ sential dimensions of effective group interaction. Ways of effectively structuring social interaction in the classroom through groupwork are discussed in the next section. USING GROUPWORK TO FACILITATE LEARNING A kindergarten teacher is teaching her students basic shapes. After explaining and illustrat­ ing each with cardboard shapes, she divides the class into groups of two and asks each group to find examples of circles, squares, and triangles in their own classroom. When the class comes back together, students share their examples. A middle school math teacher is teaching how to solve word problems involving areas of different geometric shapes. She divides the class into teams of four students and asks each team to solve the next few problems. Students in each team take turns explaining their so­ lutions to the problems. Later the teams take turns at the board explaining how they solved the different problems. A senior high English teacher is reviewing literary devices like simile, metaphor, personifica­ tion, and alliteration. He assigns a scene from Shakespeare's Julius Caesar and asks stu­ dents in groups of two to identify as many of these devices as they can. The whole class compares their findings after 15 minutes. Because of the nature ofinteraction in crowded classrooms, it is all too casy for quiet or less confident students to become uninvolved. Unfortunately, in classrooms of 25 to 30, students soon learn that the odds of being called on are small, and less attentive ones often drift off. To reduce some of this demand and elicit the participation of all students, teachers can use groupwork to enhance student learning. Student groupwork involves "students working together in a group small enough so that everyone can participate on a task that has been clearly assigned" (Cohen, 1986, pp. 1-2). The purpose ofgroupwork is to provide CAPITALIZING ON SOCIAL INTERACTION. 289 opportunities for each student to become actively involved in the thinking task at hand and increase his or her learning through social interaction. To understand the process of student groupwork, consider again the teaching episodes at the beginning of this section. In each the teacher presented a cognitive task to students that built upon and reinforced lesson content. In each the teacher broke the class into manageable groups and required that each member become ac­ tively involved in discussing the learning task at hand. Finally, the teacher provided feedback by discussing the products of the groups. The combination of these ele­ ments-focus on lesson content, active interactive involvement and feedback-combine to make groupwork effective. Let's examine more closely how teachers can design effective lessons using group­ work. Organizing and Conducting Groupwork Activities A major goal of groupwork is to provide opportunities for all students to become ac­ tively involved in the learning task. The assignment of the task by the teacher provides cognitive focus; the fact that the task is done within small groups of students provides opportunities for student interactions, which can be both instructionally and motiva­ tionally beneficial. Effective use of groupwork requires careful planning and organiza­ tion to make sure that the task and the interactions contribute to learning. If the process isn't well organized, a great deal of instructional time can be lost in the transitions to and from groupwork. Goals and directions to students need to be very clear to prevent the activities from disintegrating into aimless "bull sessions." Suggestions for planning and organizing effective groupwork activities include: j • Train students in groupwork with short, simple tasks. Have students practice moving into and out of the groups quickly. • Seat group members together prior to the groupwork activity, so the transition from the whole-class activity to student groups and back again can be accom­ plished with a minimum of disruption. • Give students a clear and specific task to accomplish in the groups. • Specify the amount of time students are allowed to accomplish the task (and keep it short). Five minutes is usually the maximum and teachers should moni­ tor learner progress carefully. • Require that students produce a product as a result of the groupwork. Effective use of student groups requires that all of these elements be employed. For instance, seating students together prevents loss of instructional time in transitions. Clear directions, a specific and short time allotment, a required written product, and moni­ toring all help keep students on task and academically focused. The process of repeatedly moving back and forth from groupwork to whole-class responses requires considerable logistical planning. One way to manage the process is to provide a signal such as turning off the lights or a clacker that makes a noise loud enough for all to hear. Another is for the teacher to raise her or his hand as a signal to reconvene, and students are taught to raise their own hands and stop talking when they see this signal. 290 • CHAPTER 9 www.ablongman.com/kauchak4e Working in Pairs: Introducing Groupwork The simplest form of groupwork involves organizing students in pairs and giving each pair a task. This strategy, also called think-pair-share, encourages students to think about content, compare their thoughts with their partner, and share their answer with the whole group (Kagan, 1994). The elementary and high school teachers in the episodes at the be­ ginning of this section used this strategy in their lessons. Simple collaboration in pairs has several positive features: • It is easy to implement; students can learn to work with one other person eas­ ier than with a larger group. • Working in pairs encourages each member of the pair to contribute, and the likelihood of one or more members of a group being left out is less than it would be in groups of three or more. • For purposes of equitable distribution, the class is effectively cut in half. In­ volvement is high when pairs are working, and teachers have to call on only half as many students as they would during a whole-class discussion, since each is speaking for a pair. Another strategy that employs working with groups of two is called pairs check (Kagan, 1994). In this arrangement pairs ~f students are provided with handouts containing problems with specific right and wrong answers (e.g., math, capitalization, or punctuation problems in English), which one member of the pair solves and the second member checks. After every two questions or problems, each pair checks with another group to compare an­ swers. The class can then discuss areas of disagreement or confusion after all the groups have had a chance to complete the assignment. Working with Larger Groups Collaboration in pairs is easiest to manage, and it is a good place to begin when you are first introducing your students to groupwork. There are times, however, when you may want students to work in groups of three, four, or five. Groups larger than five are un­ wieldy, and they are generally not recommended (Cohen, 1986). The primary advantage in having students work in groups of three or more is the opportunity to promote collaboration and social skills, in addition to the cognitive goals of the lesson. The middle school math teacher used teams of four for her groupwork ac­ tivities. An important difference between learning in and out of school is that in-school learning is primarily individual, while out-of-school learning is usually collaborative (Resnick, 1987). Giving students practice in collaborating while they work on cogni­ tive tasks helps bridge this gap. Combining Pairs Combining pairs is agroupwork strategy thatretains the simplicity of a single pair yetpromotes the social skill development of larger groups. Our middle school math teacher employed this strategy when she had students first solve each problem individually, then share and ex­ plain their answer with a partner, and finally had partner teams compare their answers. It is effective for groupwork on comprehension- and application-level activities in either a CAPITALIZING ON SOCIAL INTERACTION. 291 seatwork or class discussion setting. We look at its implementation in a seatwork arrange­ ment first. Combining Pairs with Seatwork. The process is organized and implemented in the fol­ lowing steps. 1. Student pairs are formed. 2. Pairs are combined into groups of four. The groups of four can be seated to­ gether, as illustrated in Figure 9.1. In this arrangement, the pairs are seated side by side facing the opposite pairs. 3. Students are given a series of exercises with convergent answers, such as solving math problems, identifying parts of speech in sentences, or applying a grammar or spelling rule. 4. Individuals respond to an exercise. 5. Partners compare their answers. 6. In cases where the partners cannot agree on the correct answers, they confer with the other pair. In classes not divisible by four, one or more groups of five can be arranged, and in those groups a pair and a trio will work together. Like all forms of groupwork, this arrangement requires careful monitoring to prevent some individuals from deferring to their partners or freeloading by merely copying their partners' answers. Combining Pairs in Interactive Questioning. Combining pairs in interactive question­ and-answer sessions is a groupwork process that can effectively promote learning in teacher-centered lessons. It is similar to combining pairs with seatwork. The steps in organizing and implementing this instructional strategy are: e y e ls 1. Groups of four are formed (with one or more groups offive). 2. The group members are assigned a number from one to four. 3. The teacher asks the class a question with a convergent answer, such as the solu­ tion to a problem, the longitude of a designated city, or the correct punctuation of a sentence. 4. The group members are responsible for seeing that all members of their group know the answer and are able to explain why that answer is correct, so that any member of the group can explain it to the whole class. Student Student I::II=l L::JI I loeSklB es IS It a Student r~ er..1 Student Seating Arrangement for Combined Pairs 292 • CHAPTER 9 www.ablongman.com/kauchak4e The teacher then calls a number from one to four, and the students in the groups with those numbers raise their hands. The teacher calls on an individual to answer and explain why that is the answer. A simple incentive system can also be implemented with this process. If the indi­ vidual answers correctly, every student in his or her group gets a point. If the student provides an adequate explanation, each member gets an additional point. The incentive system can be made more complex and competitive among groups if the teacher chooses to do so. For example, one group could be called on to answer the question, and a second could be asked to provide the explanation, which would allow two different groups to earn a point. If a group member was unable to answer or ex­ plain, a different group would have the opportunity to respond and earn the point. This process is simple and promotes high levels of student involvement, even in large classes. For example, a class of 33 would have seven groups of four and one group of five. In a typical question-and-answer session, each group would have several oppor­ tunities to respond and earn points. Students of all ability levels are motivated because the whole group is rewarded if the individual called on is able to respond correctly. High achievers will explain and even tutor others in their group with less understanding, and the lower achievers experience success and the rewards of contributing to their group. Groupwork with Higher-Level Tasks Groupwork can also be used to involve students in higher-level learning tasks such as problem solving or inquiry. When this is done, however, the teacher needs to ensure that all members of the group participate; lower achievers or less aggressive members of the pairs often defer to the higher achievers or more aggressive partners, resulting in re­ duced involvement by less able students. Although there is no simple answer to this problem, teachers can take several steps to encourage equal participation. First, require that students solve each problem indi­ vidually before conferring with their partners, explaining the rationale for this action to students. Second, monitor the groups to be sure they are following your directions, en­ couraging equal participation as you circulate around the room. Third, strategically call on nonvolunteers in groups, reminding the class that all members of the group need to understand how to solve the problems. We next examine cooperative learning, a structured instructional approach that uses social interaction to facilitate student growth and development. COOPERATIVE LEARNING To begin our discussion of cooperative learning, let's return to Maria Sanchez and her work with her sixth graders. Maria began her Friday's language arts class by passing back the vocabulary and spelling quizzes from the previous day. As she circulated around the room she overheard the fol­ lowing comments, "Uh oh. another D." "I can't do this." CAPITALIZING ON SOCIAL INTERACTION. "I hate spelling." A couple of students didn't say anything, instead looking at their papers, crumpling them up, and throwing them in their desks. "I can't really blame them; over one-third failed the quiz," she acknowledged to her­ self And it seemed as if it was the same third who had problems every week. Recalling her conversations with Terry Cummings, she decided she would try some­ thing different. She called Terry on Saturday, and the two of them talked for an hour and a half Based on Terry's suggestions, she went to work. Though it took most of her week­ end, she felt she was ready on Monday. With renewed enthusiasm, she began Monday's class by saying, "I know we've been having problems with our spelling and vocabulary quizzes, and I've decided it's time to try something different. I know you all can learn this information, so I've designed a different kind of activity to help you. We're going to help each other learn this information, and I'll show you how." Wit~that she broke the class into groups of four, explained how each group was a team, and how they were to work as a team and help each other learn. She had the teams move their desks together and gave each team 5 minutes to decide on a team name. Maria went on to explain another new feature by saying, "We're going to have some competition in here, and it's the best kind of competition there is. You all are going to be competing with yourselves. If your quiz score this week is above your average, you are going to earn 'improvement points' that contribute to your team score. If your whole team improves, you will be eligible for additional rewards. You'll all see how it works when we get started." Next she went over the spelling and vocabulary words as she normally did on Mon­ day, explaining their definitions and helping students understand the structure of each word. Then she asked each student to take out a sheet of paper for a pretest, similar to the actual test they'd receive on Thursday. She explained that the pretest wasn't for a grade but was only designed to help all students find out what words they knew and which they didn't. After they took the quiz, students exchanged papers and graded each other's. Then Maria passed out an envelope and four sets of different-colored flashcards to each group. She explained how each set was for a different student in the group and that each student was to write the definition and correct spelling of each word that they had missed to study in class on Tuesday. She began Tuesday's language arts class by reminding the students of the new seating arrangement. Each student then chose a partner from within their group for that day and the next. As Maria circulated around the room, students took turns helping each other ei­ ther spell the word or provide the definition. Maria reminded them that they were finished only when all the members of their teams knew the spellings and definitions perfectly. Some pairs did this very effectively, while others needed extra guidance from Maria on helping each other. On Thursday they took the quiz as usual. She was struck by their comments as they left the class. "Easy, Miss Sanchez. Piece of cake." "Miss Sanchez, I think I got all of them right." Even Randy, who pretended to dislike anything academic, admitted, "It was okay. I think I did all right." 293 294 • CHAPTER 9 www.ablongman.com/kauchak4e At lunchtime, rather than joining the other teachers, she decided to score the papers to see how they did. "Terrific?" she thought as she recorded the last score in her grade book. "No, not quite. Some of the students are stillstruggling. but over 90 percent of the class got a B or better and only two students failed." Cooperative Learning: The Essential Components Cooperative learning is a set of instructional strategies used to help learners meet specific learning and interpersonal goals in structured groups. Cooperative learning is more structured than groupwork, which we discussed earlier; otherwise the two are quite similar. A num­ ber of cooperative learning strategies exist, but research indicates that the most effective ones share the following characteristics (Slavin, 1995): • Group goals • Individual accountability • Equal opportunity for success Group Goals. Think about a team sport, such as soccer or basketball. Team members are of unequal ability, but they all contribute to the team effort, and winning a game re­ wards the entire team. Group goals in cooperative learning function similarly. Group goals reward students of unequal achievementfor working together and helping each other. Classroom activities and grading systems often do just the opposite, creating situa­ tions where students compete for the teacher's recognition and high grades. Less capable students learn that they can't compete, and often stop trying. Group goals, in contrast, motivate students to help each other and give them a stake in one another's success. Maria implemented group goals when she divided students into teams of four and structured the activity so that each team member's score contributed to the team score. Individual Accountability. Individual accountability means that each team member is re­ sponsiblefor mastering the content, and each student is assessed individually. This is an essential idea. Students involved in cooperative learning should understand that everyone is ex­ pected to learn and that cooperative activities will be followed by an assessment in which they all demonstrate that they understand the content. Maria Sanchez's Thursday quizzes illustrate this characteristic. Equal Opportunity for Success. Equal opportunity for success means that all students, regardless of past achievement, have similar chances to be rewarded for their effort. This is ac­ complished by implementing a system of improvement points, which are bonus points earned for quiz scores that exceed a student's average. This means that students only compete with their past performance and not with each other. Increased effort will re­ sult in improvement, which in turn results in points that contribute to the team score. A low achiever who improves more than a high achiever will earn more improvement points and thereby contribute more to the team than does the high achiever. In this way, equal opportunity for success is accomplished. Why Use Cooperative Learning? The simplest answer to this question is that it works. Cooperative learning is one of the better researched instructional strategies that exist, CAPITALIZING ON SOCIAL INTERACTION. c 295 and the results of this research indicate that cooperative learning produces cognitive, af­ fective, and interpersonal benefits (johnson and Johnson, 1994; Slavin, 1995). Implemented effectively, cooperative learning strategies can improve students' achievement more than traditional approaches to instruction, both on teacher-made and standardized tests (Slavin, 1995). These improvements result from increased student mo­ tivation, greater time on task, and active involvement. Slavin (1995) also found that students' self-esteem increased, they felt more in con­ trol of their academic success, and they began to link success to their efforts, an impor­ tant factor in motivation. Low achievers tend to attribute their success or failure to luck or other forces outside their control (Pintrich and Schunk, 1996), and cooperative learning helps change this pattern. Cooperative Learning: Getting Started "I don't get it. What are we supposed to do?" "I can't hear, it's too noisy." "Teacher, Ken won't share the materials." e L Successful cooperative learning activities don't just happen. Instead, they are the re­ sult of thoughtful teacher planning and preparation. When students have had limited experience with these instructional strategies, the teacher needs to make a special effort in introducing cooperative learning to students. Teachers implementing cooperative learning strategies in their classes identify the following potential problem areas: 1. 2. 3. 4. [­ '­ rs lv e. It y, 5. ;[, Noise Failure to get along Misbehavior Ineffective use of group time (Kagan, 1994; Slavin, 1995) Let's see how the teacher can address each of these potential problem areas. Noise. Noise is often a healthy by-product of productive student interaction. When implementing cooperative learning strategies, we should expect our classrooms to be slightly noisier because students are working and talking in small groups. Excessive noise, however, can interfere with group functioning, frazzle the teacher, and bother other classrooms. The most common cause of noise in cooperative learning activities is student en­ ergy and enthusiasm. Students become so involved in their interactions with other team members that they don't realize that noise is becoming a problem. Some teachers deal with the problem by discussing and modeling the social skill, "Using quiet voices," which encourages students to work together yet keep the noise level to a minimum. Other teachers use signals, such as flicking the light switch, as cues to remind students to lower the noise level. Failure to Get Along, Learning to work together effectively doesn't automatically hap­ pen; this social skill needs to be developed. Remember that in many of their learning 296 • CHAPTER 9 www.ablongman.com/kauchak4e activities students sit quietly, isolated from each other. Cooperative learning requires them to talk, listen, and help each other learn. The process is often made more compli­ cated by the heterogeneous nature of the group. Teachers use the following cooperative team-building exercises to develop students' interactive skills (Slavin, 1995): 1. Name learning: Allocate some time at the beginning of group formation for stu­ dents to learn each other's names. Make this a game and give an oral quiz where other team members have to name each of their partners. 2. Interview: Extend the name-learning exercise to one in which students interview each other about interests, hobbies, favorite foods, or something that no one else knows about them. Have students present these in a short introduction to the rest of the class. 3. Team name or logo: Encourage students to develop a name for their group. In doing this, stress broad participation, consensus building, and respect for individual rights. Cases where a student is a social isolate or students protest being assigned together can be particular problems. To protect quiet students, you should have a classroom rule that requires students to treat each other with courtesy and respect, and enforce the rule consistently. An important goal for cooperative learning in particular, and school in gen­ eral, is for students to learn to treat each other fairly. Breaking this rule should be the one cardinal sin in your class. With effort and persistence you can enforce this rule, and many of the problems associated with students wanting to work only with their friends will disappear. Misbehavior. Cooperative learning strategies are designed to be interactive, and often the freedom and lack of structure results in increased student management problems. Solutions to this potential problem are specific task demands and agenda setting, ac­ countability, and careful student monitoring. As we saw in Chapter 6, many management problems occur because of unclear stu­ dent roles and expectations (e.g., "What are we supposed to do?"). Before you break stu­ dents into groups, make sure that all students know what they are expected to do. Don't just describe student tasks, directly model them with the same learning materials students will be using. Student accountability also helps create structure and minimize manage­ ment problems. When students know there is a product expected or a quiz that will be given, their efforts become more focused on the learning task at hand. Once students are in groups, monitor the groups by circulating around the room and helping individual groups. Public praise is a powerful tool to help other students un­ derstand effective and appropriate group behaviors (e.g., "Class, the Eagles group over here has gotten right down to work and are almost done with the first part.") Int1fective Use of Group Time. Teacher monitoring, which we described as an effective tool against misbehavior, can also help combat wasted time. Stand back from time to time and observe the whole classroom. Which groups are working well? Which stu­ dents are busy and which ones are dawdling or playing? Spend extra time with those groups that need extra help. Make sure that groups that do work effectively are rewarded with group recognition, and make a special effort to call the whole class's attention to CAPITALIZING ON SOCIAL INTERACTION. 297 the link between groupwork and group performance. This strategy works on the indi­ vidual level and should also work at the group level. Let's look now at three types of cooperative learning instructional strategies. ires pli­ nts' STAD: Student Teams-Achievement Divisions One of the best known types of cooperative learning is called student teams-achieve­ ment divisions (STAD) which uses four- orfive-member teams to master basic skills. Maria Sanchez used STAD to teach spelling and vocabulary. Teachers have used STAD to teach a range of topics, some of which are described in Table 9.1. re -w -lse STAD: An Overview. When using STAD, teachers initially present the content or skill as they normally would. For example, ifyou're teaching the concepts insect and arachnid, rest you could use either an inductive or a deductive approach as discussed in Chapter 8. Then, rather than working on the concept or skill individually, such as an assignment asking students to identify additional examples or the essential characteristics of insects, students collaborate on the assignments in a structured setting. When they understand the content, an individual assessment is administered and scored by the teacher and the scores are used to calculate improvement points (which we'll discuss shortly). These are averaged for each team, and teams earning a specified number of improvement points are offered group rewards or recognitions (e.g., free time, pictures on the bulletin board, or certificates). n­ ie Id ds Planning STAD Activities. The teacher's actions in planning STAD activities are sum­ marized in Table 9.2 and discussed in the sections that follow. As we see in Table 9.2, -n IS. -- 1­ 1- i I ZJte- &f'. { APPLICATIONS OF STAD IN DIFFERENT CURRICULUM AREAS Subject Area Examples of Topics Language arts Capitalization rules Rules for using apostrophes Punctuation rules Math Adding fractions .. Solving word problems Simplifying expressions er Science Facts about the solar system Balancing chemical equations Understanding concepts, such as insect, crustacean, or arachnid re Social studies State and national capitols Longitude and latitude problems Climate regions throughout the world Health Parts of body systems Characteristics of different drugs i't ts le m 1­ :0 1­ .e ·d :0 298 • CHAPTER 9 www.ablongman.com/kauchak4e we ~ -r.e STEPS IN PLANNING STAD LEARNING ACTIVITIES 1. Identify content or skills to be mastered. 2. Plan large group presentation and seatwork materials similar to planning for any topic. 3. PIan for assigning students to groups. 4. Plan for improvement points. 5. Plan for group rewards. planning for the instructional aspects ofSTAD activities is similar to planning for any in­ struction, as was discussed in Chapter 3. In addition, however, STAD requires planning for the cooperative elements of the process, together with designing a system for im­ provement points and group rewards. Assigning Students to Groups. In organizing cooperative learning activities, the teacher attempts to place students in groups of four or five-more than five are unwieldy and less effective-that have an approximately equal mix of high, medium, and low achiev­ ers and are balanced in terms of gender and cultural backgrounds. This heterogeneity is important, and students should not be allowed to select the members of their groups. Assigning students to heterogeneous groups is important for several reasons. One is the ability imbalances it creates; brighter students tend to select brighter students as members of their group, causing imbalances in the overall groups. Student self-selection also tends to create homogeneous groups in terms of gender and ethnicity, robbing stu­ dents of valuable opportunities to learn about students different from themselves. Fi­ nally, allowing students to select their group partners can also lead to management problems that result from students talking and playing with friends rather than working. Using averages from the last grading period, present averages (if you begin cooper­ ative learning sometime after the beginning of the grading period), or use pretesting as a basis for balancing students in terms of achievement. Planning for Improvement Points. An essential component of STAD is the use of im­ provement points, which helps provide equal opportunity for success. Improvement points are determined by comparing students' scores on a quiz to their averages-which are called base scores-at the present point in the grading period. If you're beginning co­ operative learning at the beginning of the grading period, base scores can be calculated using their grades from the previous term. Table 9.3 outlines a simple conversion (Kagan, 1994; Slavin, 1995). Improvement points can then be calculated using the base score. Table 9.4 outlines two options (Kagan, 1994; Slavin, 1995). You may choose one of these options or, de­ pending on your students' motivation and history of achievement, some modification of either. To reflect students' most recent quiz scores, base scores can be recalculated at any time. If you're using a computer program to help with figuring averages, this is a matter of only a few key strokes. Otherwise, you may choose to recalculate base scores after CAPITALIZING ON SOCIAL INTERACTION. 299 ----------------------~ t!f.~ DETERMINING INITIAL BASE SCORES A 90 A-/B+ 85 B 80 B-/C+ 75 C 70 C-/D+ 65 F 60 _ _ _ _ _ _ _ _ _ _ _i!!G."" "',_ _ nnw ~ t!f. Lf OPTIONS FOR AWARDING IMPROVEMENT POINTS Improvement Points Less Difficult More Difficult 5 or more below base score Equal to or below base score 10 4 below to 4 above base 1-9 above base 20 5-9 above base 10-14 above base 30 10 or more above base score or perfect score 15 or more above base score or perfect score o every second or third quiz, depending on what is most effective and efficient. Whatever you choose to do, it is important to explain your system to students. When students un­ derstand your reasons for making the process more challenging, they usually respond positively. Planningfor Group Rewards. While the use of reinforcers to motivate learners is some­ what controversial, teachers often offer rewards based upon improvement. This empha­ sis on improvement can be motivating for some students. Team scores are determined by averaging improvement points for the team, and awards are then given. Table 9.5 of­ fers a sample reward system. As with the system for improvement points, the criteria for group rewards can be adapted according to your judgment. Pros might receive congratulations, Stars an attractive certificate, and Superstars a larger certificate plus additional recognition, such as a photo displayed on the bulletin board, buttons to wear around school, newsletters to be sent home to parents, or special privileges. It is important to stress that teams are not competing with each other. If in­ dividuals improve, all teams can potentially become Superstars. Team composition can be changed periodically, such as after four or five weeks, to allow students to work with other classmates and to give students on low-scoring teams a chance for increased success. - 300 • - -- - - - -- - - - - - - - - ~ - - - -- www.ablongman.com/kauchak4e CHAPTER 9 7tJte, ~5 CRITERIA FOR GROUP AWARDS Criterion (Average im.provetnent) Award 10 Pros 15 Stars 20 Superstars Implementing STAD Learning Activities. As we said earlier, initial instruction in STAD is designed to provide an informational base. which can be done in any number of ways. However, in place of independent practice, the students then become involved in team study, which allows students to interact and help each other. Team Study. Slavin (1995) recommends the following steps in team study. 1. Prepare worksheets. Worksheets should require direct application of the concepts, principles, or skills taught in the lesson. Answers to the items on the work sheets must also be prepared to provide feedback to students. 2. Arrange the room so groups can work together. This can be done by having teammates move desks together or meet at team tables. During the first session, let students select a team name. Make sure students know how to talk with each other in quiet voices just above a whisper. 3. Within each team of four students, identify pairs (or in the case of a team of five, identify the pair and trio). 4. Hand out two worksheets per team. Only two are given to encourage students to work together. Each person individually works the problems or answers the ques­ tions and checks with his or her partner (or both partners for a trio). If they dis­ agree, they should present their arguments and resolve the problem themselves. If they can't settle the disagreement, they confer with the other pair (or trio) on their team. If the entire team of four or five cannot resolve the disagreement, then-and only then-they can ask the teacher for help. (To emphasize that the worksheets are for studying and not merely to be filled out and handed in, Slavin (1995) recommends including answers with the worksheets. Teachers, however, report more success when the answers are not included.) 5. Emphasize that students are finished studying only when they are certain that everyone on their team understands and can explain each of the items on the worksheet. 6. Circulate among the teams, promoting cooperation and offering encouragement and praise. Quizzes. Mter team study is completed, students are given a quiz that measures their understanding of the content. As we saw earlier, students take the quiz as individuals, and the quiz is scored as it normally would be. The quiz should parallel the worksheet, CAPITALIZING ON SOCIAL INTERACTION. 301 but identical items should be avoided to prevent students from merely memorizing the information. Improvement points are then calculated and team rewards are given. Evaluation and Grading. When base scores are used, teachers often arrange for im­ provement to be reflected in the individual students' term grades. For instance, a stu­ dent who averages 20 or more improvement points on tests might have his or her grade raised from a C to a C+ or perhaps even higher. The decision is yours, but students should see improvement reflected in their grades. This puts them in the position of competing only with their past performance, and it gives every student in the class a chance for success. 1 r d et o s- If rt heir ials, eet, Jigsaw II In addition to learning basic facts, skills, and concepts, cooperative learning strategies can also be adapted to help students learn organized bodies of knowledge. Jigsaw II, de­ veloped by Robert Slavin (1986), assigns students to groups and asks each student to be­ come an "expert" on one aspect or part of an organized body of knowledge. These "experts" are then responsible for teaching other team members, all of whom are then held accountable for all the information covered by each member. Let's see how Jigsaw works in a middle school social studies class. Tom Harris was passing back tests from a unit on Early Americans on the North American continent. As he finished, he noticed that there were still 5 minutes of class time so he called the class together, "Excellent job on this test! You all worked hard and I could tell, because it showed up on your scores. Class, we only have a few minutes but I'd like to say a few words about our next unit of study. The topic is early explorers and we'll be looking at the explorers from Europe who helped discover and explore not only our country, but other countries in North and South America. Who remembers one of these early explor­ ers? Anyone? Think now, you've studied these before.... Sal?" " ... How about Christopher Columbus?" "Good, Sal. Any others? ... Sal, did you have something else you wanted to say?" "Yeah. Do we have to study this stuff again? We've done it so many times and it's boring." "I know you've studied this before ... " Just then the bell rang and Tom concluded by saying, "Let's continue this on Monday. Everybody have a good weekend. No homework. See you then!" As Tom thought about this class during his planning period, he shook his head, think­ ing, "The kids are right ... This chapter is a little dry. But they need to know it. How to get them involved and excited? ... Hrnmm?" The next Monday Tom began his American History class by saying, "I thought quite a bit about our new unit over the weekend.... Sal, you'll be interested to know that I lis­ tened to you on Friday. You probably have studied this information before, but I'm not sure you learned it in an organized way. That's important because we're going to use this infor­ mation later on when we study other topics. "To learn this material we're going to try something different. We're going to form into teams of four and each team member is going to become an expert on one group of 302 • www.ablongman.com/kauchak4e CHAPTER 9 explorers. Then that student will teach the other team members to get them ready for the quiz. To help us organize the information, I've constructed the following sheets." With that he passed out the following charts. REASONS FOR NAMES PLACES DATES EXPLORING ACCOMPLISHMENTS Spanish Portuguese English French T ve divided the class into different teams of four," he continued, "and each of you will be responsible for one of these groups of explorers. To help you put the information into the charts, I've gathered some other books that you can use. On Thursday the experts from each group will get together to check their information. That means all of the people studying the Spanish explorers will get together to review their findings. The same for the other groups. On Friday and Monday we'll go back to our groups and each of you will share you information with other team members-you'll be the expert and each of you will teach the other students. Then we'll take our quiz on Tuesday .... Questions? ... Maria?" "Who gets which topic in the group?" "Good question. That's the first thing you need to decide when you get into groups. Now I'd like Group I to come up here and pull your seats together. That will be Xavier, Melissa, Brad. and Tanya. Group 2 ... rr Jigsaw II is a cooperative learning strategy that uses task specialization to make individual students "experts" on a particular area or topic. It is similar to STAD in two respects. First, students work cooperatively and are held accountable for their learning with a quiz at the end of the unit of study. These quizzes are scored like STAD, using improvement points to provide equal opportunity for success. Second, students are mixed according to ability, gender, and cultural background as they are with STAD. Jigsaw II differs from STAD in three ways, however. First, the goals of instruction are not specific facts, concepts, or skills, but rather students' understanding of the inter­ connections between ideas-organized bodies of knowledge. Second, the source of in­ formation is different. The teacher using STAD presents new information, whereas with Jigsaw II students rely primarily on texts and other books. A final difference relates to the idea of task specialization, from which the strategy gets its name. Each member of a Jigsaw learning group becomes an expert on a partic­ ular topic and uses this expertise to teach other members. When groups work together, the different parts of the "jigsaw puzzle" fit together to make a coherent picture. This task specialization is important because it promotes interdependence; each student must depend on his or her partners to learn their information. For teams to do well on the quiz, individual students must work and pull together as a group. When this occurs, stu­ dents can see tangible evidence of their cooperative efforts. The steps involved in using Jigsaw II in the classroom are summarized in Table 9.6. CAPITALIZING ON SOCIAL INTERACTION. e 303 ~ 'f.6 STEPS IN IMPLEMENTING JIGSAW II Planning 1. Identify an area of study requiring students to understand interconnected or organized bodies of information that can be broken down into subtopics. 2. Divide the content area into three or four roughly equal subtopics that will allow different students to specialize in their study. 3. Locate resources (e.g., websites, textbooks, reference books, encyclopedias) that students can use to study the topic. 4. Develop expert worksheets or charts that structure students' study efforts and ensure that students will learn essential information. 5. Divide students into heterogeneous groups. Implementation 1. Introduce and explain procedures and divide students into groups. 2. Hand out worksheets or charts and explain how they are to be used to guide individual study and group teaching. 3. Monitor study in the different groups. 4. Convene expert groups (use groups of six or smaller) to discuss and compare information. 5. Monitor students as they teach their topic to other members of the group. Evaluation 1. Administer quiz or test as you normally would. Make sure quiz covers all topics and encourages students to interrelate information across topics. 2. Score, using improvement points. 3. Recognize team achievements and provide feedback about group performance. at nr Ig In -r­ n­ A key to the effectiveness ofJigsaw II is the expert worksheets or charts that the stu­ dents use. Typically, students-on their own-won't be able to identify key points of in­ formation. It is essential that the teacher organize and structure the content to guide the students' study and work with their peers. If the expert study guides are disorganized and disjointed, student learning suffers. :as Group Investigation Karen Selway was enjoying a good year with her third graders. Virtually all had made major progress on their basic skills and she felt good about the foundation she had laid in reading and math. She still wanted them to work on their writing and library skills and wanted to give them some experience in handling a large group project. After their return from lunch on Monday afternoon, she began by saying, "Class, today we're going to begin a new unit of study. And this time, rather than everyone learn­ ing the same thing, each of you will have a chance to read and learn about something that you're specifically interested in. When I tried to think of a topic that we all could study, I 304 • www.abfongman.comlkauchak4e CHAPTER 9 asked myself, What's something that every third grader in my class likes? Guess what I de­ cided? Think for a minute while I put this word on the board." PETS She could tell from the wiggles and excited talking that she had guessed correctly. She then proceeded to brainstorm with the group about different pet topics. After considerable discussion the class agreed to pursue the following topics: Dogs Cats Birds Bunnies and Hamsters Fish Other Pets (Turtles, Hermit Crabs, Snakes) Students decided which topic they wanted to investigate. Then Karen asked them to list several kinds of pets they would be interested in learning more about and used this in­ formation to group them together into topic groups that night. When the students came to class the next day, she had stacks of pet books ITom the public library on tables at the back of the room. She also had the names of different students divided into groups on the basis of their interest. There were two groups of four each for both dogs and cats because of the high interest in these topics; other groups had between three and five members. After a general overview of each group's responsibilities and pro­ cedures, she broke the class into groups and had them begin researching their topics. As she circulated around the room, a number of questions surfaced. "What do we do first?" "Where do we find out about the pets?" "Who is supposed to do what?" Karen had anticipated most of these questions. When they seemed common to all the groups, she called the class together and discussed them. Other questions like "Do we want to report on all the different kinds of dogs?" were particular to an individual group. When Karen encountered these, she sat down with each group to help them work through it. For the next two weeks her students spent their time reading books, visiting the school library, visiting pet stores, interviewing people who owned these pets, and compiling a re­ port on the room's computers, complete with pictures and posters. On Pet Day they invited parents and the principal to come in and visit the different groups who were set up in dif­ ferent places around the room. Each member of the team was assigned responsibility to talk about one aspect of the report. On the next day Karen helped the class pull together all the information by using the following chart. CARE AND PET Dogs Cats Birds Fish Other Pets COST FEEDING ADVANTAGES DISADVANTAGES CAPITALIZING ON SOCIAL INTERACTION. 305 Analyzing Group Investigation. This was an example of group investigation, a coop­ erative learning strategy thatpromotes group planning and inquiry. Like STAD and Jigsaw II, it places students into cooperative groups to learn about some topic, but it differs in that the focus is relatively less on content goals and more on inquiry skills. Group investigation is less structured than the other strategies you've studied, and this lack ofstructure has advantages and disadvantages. Group investigations have the ad­ vantage of giving students the chance to wrestle with ill-structured tasks, which are the kinds of problems we face in real life. Seldom are we presented with situations where we are told what to learn and how to learn it. Instead we're required to first clarify and then structure problems before we solve them (Eggen and Kauchak, 2001). This lack of structure is also a disadvantage, and some students get lost when they first encounter it. Karen dealt with this issue both individually and in whole-class dis­ cussions. Teachers using group investigation for the first time should anticipate these fits and starts. One way to deal with these learning problems is to use some teacher-directed strategies. Modeling, thinkalouds, and the liberal use of examples can help students learn these skills. Some examples of these strategies applied to Karen's class can be found in Table 9.7. Implementing Group Investigation. In implementing group investigation, the teacher's role changes from information disseminator to facilitator and resource person. As a fa­ cilitator, the teacher circulates around the room helping students in different groups work together. As a resource person, the teacher helps students understand and struc­ ture the learning task as well as helping them access resources available to them. The specific steps involved in planning and implementing group investigations can be found in Table 9.8. ~ "f. 7 TEACHING LEARNING STRATEGIES IN GROUP INVESTIGATION Teaching Strategy Example Modeling "Class, I've had several students ask about how to outline your reports. Let's look up on the board and I'll show you how you might do it with the topic of horses." Thinkalouds "We're encountering some problems in finding our topics in the encyclopedia. Let's go over to the encyclopedia and brainstorm some words that might help us find our topics." Examples "There have been some questions about what kinds of pictures to put on your bulletin boards. Let me show you some examples of ones done last year. Remember, you don't have to do it just like these. They're just designed to give you some ideas." 306 • CHAPTER 9 Ute- t/f.g www.ablongman.com/kauchak4e STEPS IN IMPLEMENTING GROUP INVESTIGATIONS Planning 1. Identify a common topic that will serve as a focal point for the class as a whole. 2. Catalog or gather resources that students can use as they investigate the topic. Implementation 1. Introduce the general topic to the class and have students identify specific subtopics that individual groups will investigate. 2. Divide students into study groups on the basis of student interest and heterogeneity. 3. Assist students in cooperative planning regarding goals, procedures, and products. 4. Monitor student progress, assisting students to work effectively in groups. Evaluation 1. Use group presentations to share information gained. 2. Provide individual and group feedback about projects, presentations, and group effectiveness. Computer-Mediated Communication: Using Technology to Facilitate Cooperative Learning Technology is changing the way teachers teach and students learn. Perhaps no where is this change more dramatic tban the internet. The Internet is a network of computer networks that links computers worldwide. Through the Internet students are able not only to access information from a vast array of sources but also to interact with other students across the country and around the world. 'Technology Facilitating Student Interaction. When we talk about student interaction, we typically think of learners talking face to face in cooperative learning or discussion groups. This face-to-face communication has definite advantages in terms of both ease of communication and motivation. However, computer-mediated communication through e-mail and the Internet provides opportunities for students to communicate and work with students thousands of miles away through electronic mail. Students in one fifth-grade classroom are engaged in a research project on pets. As one source of data they interviewed their classmates about their pets. Then they put the infor­ mation on a computer and shared this data with other students around the country. One class wrote back to another, "We would like to know more about your pet bear.... Where does the bear stay? How much food does the bear eat in a week?" (Julyan. 1989. p.33) In investigating the topic of pets through computer-mediated communication, stu­ dents wrestled with the problem of definitions (Is an ant a pet?) and tried to answer questions like, "Do dog owners in warm climates have more short-haired dogs?" and "Do cat owners tend to have more pets than dog owners?" Through a computer net­ CAPITALIZING ON SOCIAL INTERACTION. 307 work, students were able to gather data from other locations and experience the process of doing a real investigation in their own classrooms. Computer-mediated communication through the Internet, an interconnected col­ lection of more than 46,000 independent systems, allows students to interact with stu­ dents, not only across the country, but around the world (Peha, 1995; Rottier, 1995). Through the Internet students t • Are provided access to remote data sources. • Can collaborate on group projects with students at different locations. • Can send their work to other students for evaluation or response. (Peha, 1995) Teachers who have used computer-mediated communication in their teaching have found it to be both motivating and challenging. One creative use of computer-mediated communication is ICONS, International Communications and Negotiations Simulation, a high school social studies simulation project (Rottier, 1995). Through the ICONS system, students from countries as far away as Germany, Korea, and Chile collaborate and negotiate in attempting to come up with mutually agreed-upon solutions to problems such as world health, human rights, and the spread of nuclear weapons technology. The problems are organized by the ICONS system; students are assigned to countries and are responsible for researching their country's position, formulating policy, and defining their roles as statespersons. For the first four weeks, they use the Internet to gather data; during the second four weeks students dialogue with their counterparts in other countries in an attempt to resolve dif­ ferences and come up with a comprehensive, worldwide policy. During the final de­ briefing phase, students reflect on their activities and apply the information they learned to new, but similar problems. 1­ :r .d [­ lichnology as an Information Source. Another way that technology can support coop­ erative learning is as an information source. One source of vast information resources on the Internet is the World Wide Web (WWW, or just "the Web"). The Web consists of millions of sites of information displayed in hypermedia format; it supports formatted text, graphics, animations, and even audio and video. Software programs called browsers allow students to navigate the Web, bookmark valuable sites, and control how web pages are displayed. Search engines, sites on the Internet that students can use to locate topics of interest, make the process of information access quick and efficient. Technology can also be used to gather and share raw data. For example, in one pro­ ject, NGS Kids Network, funded by the National Geographic Society, middle school students studied the problem ofwater pollution (Bradsher and Hagan, 1995). To do this, they gathered water samples from reservoirs near them and tested them for acidity and other water pollutants, using standard, predetermined procedures such as pH paper and nitrate test strips. Then they shared their data with other sites across the country, look­ ing for patterns and asking questions about other sites' data. "In essence students and teachers explore science by doing what scientists do; they participate in a scientific com­ munity devoted to learning about the world" (Bradsher and Hagan, 1995, p. 41). All three of the projects described here can be conducted using equipment found in many, if not most schools. For example, equipment required for the ICONS project 308 • CHAPTER 9 www.ablongman.corrv'kauchak4e include a computer, modem, printer, ordinary telephone line, and word processing and computer software. Through the use of conunonly available technologies teachers can pro­ vide opportunities for students to interact with and learn about students from all over the country and the world as well as accessing up-to-date information on virtually any topic. Using Cooperative Learning to Capitalize on Diversity In addition to increasing achievement, cooperative learning can also be used to help stu­ dents learn about each other and develop their interpersonal skills. When groups are mixed by ethnicity, sex, and ability, the strategy can result in improved attitudes toward different ethnic groups and increased interethnic friendships (Slavin, 1995). The same benefits can occur in helping students with exceptionalities integrate into the regular classroom (Hardman et al., 1999). One teacher reported this success. A special education student in the sixth grade was transferred to our classroom, a fifth/sixth grade. The classroom she was in has several special education students. The first-I'll call her Sara-was having behavior difficulties in her first classroom and was about to be ex­ pelled because of her unacceptable behavior with her peers. We offered her the opportu­ nity to try our room with no special education students and with cooperative learning techniques being applied in various subjects along with TAl (cooperative learning) math. Sara was welcomed by her new classmates. We added her to one of the TAl math learn­ ing teams, and the students taught her the program's routine. Sara worked very steadily and methodically, trying to catch up academically and to fit in socially. She began to take more pride in her dress and grooming habits. I have been working with Sara on her basic facts in preparation for the weekly facts quizzes. Her attitude toward her schoolwork and her self-concept has blossomed within the length of time she has been in our classroom. (Nancy Chrest, fifth/sixth grade teacher, George C. Weimer Elementary School, St. Al­ bans, WI, cited in Slavin, 1995, p. 58) These are impressive results, especially when you consider that they were achieved with little additional teacher effort and without outside heIp. They are a testimony to the power of students helping students, in general, and cooperative learning in particular. The positive effects of cooperative learning on interpersonal attitudes probably stem from several factors: • Opportunities for different types of students to work together on joint projects • Equal status roles for participants • Opportunities for different types of students to learn about each other as individuals • The teacher's implicit but unequivocal support for diverse students working to­ gether (Slavin, 1995) Slavin speculates that cooperative learning's effects on intergroup relations may re­ sult from opportunities for friendships and blurring of intergroup boundaries. As stu­ dents work together, they develop friendships across racial and ability groups, which tend to soften and blur well-defined peer group boundaries and lead to other cross­ group friendships. CAPITALIZING ON SOCIAL INTERACTION. However, developing improved relationships requires careful planning. The follow­ ing strategies can be effective. d ,­ le u­ rre ird me uar • Grouping • Specific tasks • Training To maximize cooperative learning's positive effects, students should be strategically grouped so that groups have equal numbers of high- and low-ability students, boys and girls, and students from different ethnic and SES groups. Specifically planning for the appropriate mix of group members has been stressed throughout our discussion of co­ operative learning. Learning tasks need to be structured so that they require cooperation and commu­ nication (Cohen, 1994; Good, McCaslin, and Reys, 1992). Teachers need to rotate stu­ dent roles so everyone in the group has an opportunity to perform different tasks, such as presenting information and checking answers. Training is required to develop effective group interaction skills (S. Kagan, 1994; Webb and Farivar, 1994), which include the following: • Listening. Listening to each others' ideas and helping other students verbalize and express their ideas. • Checkingjor understanding. Asking for clarification when answers are incomplete or unclear. • Emotional support. Providing positive feedback for answers • Staying on task. Maintaining focus on the specific learning task at hand. Teacher discussion, modeling, and appropriate reinforcement are effective ways to teach and maintain these skills. This completes our discussion of cooperative learning. We turn now to discussions) another strategy designed to capitalize on social interaction. l with JOwer ~ 309 stem ojects mg to- nay re­ As stu­ . which r cross- DISCUSSIONS Shannon Wilson's sixth-grade language arts class had been reading Sounder, the story of a poor, African-American sharecropper family in the South during the Depression. The fa­ ther, concerned about his family's diet and health, had taken to raiding rich people's smokehouses at night to put some meat on his family's table. Shannon's class was dis­ cussing the moral implications of his stealing. "So where do you think the father goes at night when his wife can't find him?" " ... He's going out to get food for his family," Tammy replied. "And where is he getting this food? ... Ramon?" " ... From other people's smokehouses." "Which other people? ... Tanya?" "From the rich, white folks who have big farms." "Okay, we've got the facts of the story down. Now let's focus on the stealing itself. Was the father wrong to steal? ... Let's think about it. What do you think? ... Kareern?" " Well, ... I think maybe he was like ... because he's bound to get caught eventually and thrown in jail or something." 310 • CHAPTER 9 www.ablongman.com/kauchak4e "Francisco?" Shannon nodded, seeing his raised hand. it's against the law." " I ... agree. He shouldn't have done it ... cuz let his family starve?" Gabriela " I wanted to ask ... what's he s'pposed to do interjected. Kerry?" "Gabriela asks a real good question, class. Anybody want to respond? " ... I kinda think so, too. Even though it's bad to steal. he can't just like ... let his kids go hungry. It said right in the book that they weren't getting enough to eat." "Hey ... You can't just break the law any old time you please ... even if you're hun­ gry," Trang retorted. "Now everyone, let's think about what we've been saying ... Shannon interjected. The lesson continued as the class continued to wrestle with the moral dilemma raised by the book they were reading. U Using Discussions to Promote Student Growth Discussions are instructional strategies that use teacher-student and student-student interactions as theprimaryvehiclefor learning. They are characterized by decreased focus on the teacher, increased student-to-student interactions, and high levels of student involvement. Ef­ fectively used, discussions can stimulate thinking, challenge attitudes and beliefs, and de­ velop interpersonal skills (Oser, 1986; Dillon, 1987). However, if not organized and managed properly, they can be boring for students, frustrating for the teacher, and a general waste of time. In contrast with the strategies we've discussed earlier in this book-which focus primarily on cognitive goals-discussions are effective for dealing with both cognitive and affective topics. In addition, they can help develop students' communication and in­ terpersonal skills. We briefly analyze these goals in the following sections. Cognitive Goals. Discussions are useful when we want students to develop critical thinking abilities and investigate questions that don't have simple answers (Gall, 1987). Because they focus on areas where there isn't a single best answer, students feel com­ fortable contributing, knowing that they won't be "right" or "wrong," and involvement often increases. As students interact, their background knowledge increases, and social interaction helps students see problems and issues from different points of view. Affective Goals. As we saw in Shannon's class, discussions can also be used to help stu­ dents examine their attitudes and values. By focusing on specific issues, discussions can provide the intellectual grist that allows students to examine their own beliefs, Through teacher questioning and listening to the different opinions of their classmates, students can evaluate the adequacy of their own beliefs while comparing them to the beliefs of others. Research on discussions reveals that they can be an effective vehicle to clarify values and promote moral growth (Gall, 1987; Oser, 1986). Communication Skills. Because discussions provide extended opportunities for stu­ dents to talk and listen to each other, they are a powerful tool for developing students' communication and social skills. Developing these communication skills should be an integral goal for all discussions. Some of these social skills include: • Expressing ideas and opinions clearly • justifying assertions CAPITALIZING ON SOCIAL INTERACTION. • • • • 311 Acknowledging and paraphrasing others' ideas Asking for clarification and elaboration when others' ideas aren't clear Sharing ideas equally and avoiding monopolizing discussions Inviting silent group members to participate How can teachers use discussions to accomplish these diverse goals? We begin answer­ ing this question by discussing the planning and implementation of cognitively oriented discussions in the next section. Promoting Cognitive Growth with Discussions: Planning Planning for discussions is similar to planning for the use of any strategy. Teachers first identify a topic and specify a clear goal. In addition, considering students' background knowledge and the physical arrangement of the room are even more critical when discus­ sions are used. Let's see why. Identifying Discussion Topics. As noted earlier, discussions are effective strategies when er. d­ Ie­ Lfid da oeus riye in- tical '87). om­ nent ocial I stu­ scan ough dents ~fs of larify . stu­ Ients' be an topics are complex, open ended and don't have cut-and-dried answers. For example, topics such as solving word problems in math, identifying parts of speech in language arts, or describing characteristics of mammals in science would not be appropriate dis­ cussion topics. With them, there is little to discuss. Discussions are most effective in low-consensus areas like social studies and the humanities, where questions are likely to have multiple answers (Gage and Berliner, 1998). Specifying Goals. Merely identifying a topic isn't enough, however. Teachers need to consider what they want students to take away from a discussion. Let's examine the im­ portance of goals by comparing two lessons. Paula Marsh had assigned the chapter on the beginnings of the. Revolutionary War to be read as homework and began her American history class by saying: "Today we begin our discussion of the Revolutionary War. We've been talking about all of the events that led up to the war. What were some of these? Lanai?" "The Stamp Act." "Good. Angelo?" "The Tea Act and the Boston Tea Party." "Fine, Angelo. Any others? Miguel?" "The First Continental Congress." "And when was that held? Does anyone remember? Go ahead, Miguel." "In 1774 in Philadelphia." 'And what was the major outcome from this meeting?" We leave this room and walk across the hall, where Jacinta Lopez's American history class is studying the same topic. Jacinta began, "We've been studying the Revolutionary War, and you all know a lot about it. But," she continued, "some historians, reviewing all the facts about the War sug­ gest that on paper the British 'should' have won. When they say this, they're not saying 'should' like 'ought' but rather that the British had important advantages but wasted them. r d like for us to think about that notion today, and see if our conclusions agree with those 312 • CHAPTER 9 www.ablongman.com/kauchak4e of the historians .... What do you think? Take a little time to consider it while I put this statement on the board." She wrote, "The British advantages during the Revolutionary War should have en­ sured victory," on the chalkboard. "Okay," Jacinta went on, "now that you've had time to think, does anyone want to take a stab at this? Sharese?" " ... I basically agree with the statement," Sharese replied. "They had more soldiers, more guns, and better equipment, and should have won." .. I think Sharese's right," Martina added. "They not only had more soldiers but the soldiers they did have were better trained. Also...." "If the British had treated the colonists decent, there wouldn't have been a war in the first place," Ramon interjected. "That's an interesting point, Ramon," Jacinta smiled. "But given that there was a war, we're considering whether or not the British should have won.... Anything else, Martha?" " ... No ... not really. I was just going to say that they had a physical advantage." "Okay, Martha," she nodded. "Hank, you look like you were going to say something." "Oh, I was just going to say that the British soldiers often weren't in the right place." "I don't know what you mean, Hank," Jeff put in. "Well, even though they had more soldiers, this wasn't always important. Like at Saratoga. One big part of Burgoyne's army captured Philadelphia instead of going to Al­ bany like he should've. So those troops were wasted. It would be interesting to know what rnight've happened if Burgoyne had gone to Albany. Maybe we'd still be British." "That's a very interesting thought, Hank. Jeremy, do you have something to add?" " ... Just that some of the troops the British had were mercenaries. They were just being paid to fight, so they didn't fight all that hard." "So numbers might not be the only thing to think about when we talk about advan­ tages and disadvantages. Is that what you're saying?" " ... I ... guess so." "Okay! Very good, everyone. Now, let's return to our question on the board. What other advantages or disadvantages did the British have that influenced the outcome of the war?" Now let's compare the two episodes. While the topic was the same for both lessons and the teachers both focused students on the content through their questioning, their goals were very different. Paula Marsh was reviewing facts about events leading up to the Revolutionary War, while Jacinta Lopez was trying to get students to identify relation­ ships and make applications. To meet these goals, questions from the upper levels of Bloom's taxonomy (1956) served as a conceptual framework and guide. For example, the following questions served as guides in Jacinta's lesson. Analysis: Synthesis: Evaluation: What were the relative strengths and weaknesses of the American and British forces? How did the French influence the outcome of the war? Design a strategy or plan that would have used Britain's sea power to greater advantage. Was the American victory the result of a lucky chain of events or superior strategy? Take a position and defend it. CAPITALIZING ON SOCIAL INTERACTION. 313 Jacinta's goals did not stop there, however. If they had, we might argue that the processes are little different from other instructional strategies. In addition to under­ standing an organized body of knowledge that focused on the Revolutionary War and developing their thinking, she also wanted them to develop other important skills, such as willingness to listen to another's point of view, cooperation, and the ability to take and defend a position. These are important goals for discussions. Because of these sup­ plementary goals, discussions are much less driven by the content per se, instead pro­ viding opportunities for students to use this content as they develop discussion skills. 1 lessons g, their ) to the elation­ evels of xample, .an and the war? werto ; or Students' Background Knowledge. When a teacher is considering using discussion as a strategy, student background knowledge is an essential factor in the decision. Unlike other strategies, where the content is taught as an integral part of the lesson, discussions require that students be thoroughly conversant with the information related to the topic prior to the lesson. This was clearly demonstrated in Jacinta Lopez's lesson. For instance, Sharese demonstrated her background knowledge by observing that the British had more soldiers, guns, and equipment. Martha's comment about the soldiers' training in response to Sharese reflected similar background knowledge. Hank's comment about the battle of Saratoga is perhaps more significant, because he demonstrated understand­ ing of a cause-and-effect relationship in addition to a knowledge of facts. The quality of the discussion would not have been possible if students' background knowledge had not been developed. Students must have something to discuss if a discus­ sion is going to work, and the teacher must be sure that their background knowledge is extensive before using discussion as a strategy. If the students' background knowledge is inadequate or undeveloped, discussions can easily disintegrate into aimless bull sessions. Arranging the Room for Discussions. A final planning task is to arrange the room to promote communication and involvement among participants. Research indicates that students are more likely to interact with each other if they are face to face (Gall, 1987). To accomplish this, you might consider either circles or half-circles (Arends, 2001). These configurations allow everyone in the class to see each other and they position the teacher within the group. This communicates that the teacher is an equal among other participants and encourages students to take a more active role in participating in and structuring the lesson. Promoting Cognitive Growth with Discussions: Implementation In beginning discussion activities, we need to draw students into the lesson and help them understand the lesson's goal, refocusing them when necessary during the course ofthe les­ son. Finally, teachers help students to reach closure by encouraging them to summarize the discussion at the end. These goals are accomplished through the following three steps: • Agenda setting • Refocusing students during the lesson • Summarization Agenda Setting. Jacinta began her lesson by saying, "Some historians, reviewing all the facts about the War suggest that on paper the British 'should' have won.... I'd like for 314 • CHAPTER 9 www.ablongman.comlkauchak4e us to think about that notion today, and see if our conclusions agree with those of the historians .... What do you think?" By introducing the topic in this way, she both clar­ ified the goal and presented a question that attracted students' interest. Then shc wrote the question on the board as a way of maintaining academic focus. Effective discussions begin with clear focusing events. Rifocusing Students during the Lesson. It's easy in a discussion to drift off the subject and begin dealing with issues that aren't relevant to the goal of the discussion. For instance, Ramon's comment, "If the British had treated the colonists decent, there wouldn't have been a war in the first place;' though appropriate as a discussion issue in itself, was irrel­ evant to the issue of whether or not the British should have won the war. A less effective teacher might have allowed the discussion to drift in that direction, but Jacinta refocused the class by saying, "That's an interesting point, Ramon ... Hut, given that there was a war, we're considering whether or not the British should have won...." The ability to recognize irrelevant information is an important thinking skill, and Jacinta's comment helped the class recognize Ramon's comment as irrelevant. At the same time her own so­ cial skills and positive manner refocused the class without cutting Ramon off or admon­ ishing him in any way. We examine this strategy further in the next section. The Teacher's Role. In most classrooms teacher talk is the dominant element, and the teacher uses this talk to steer a lesson in a clear direction (Cazden, 1988). This pattern of teacher control can be effective when the goal is to learn facts, concepts, generaliza­ tions, or skills, such as Paula Marsh's lesson on facts about the Revolutionary War. How­ ever, this type of interaction is less effective when the goals are for students to learn discussion skills and productive ways of interacting with each other. In contrast with Paula's class, Jacinta Lopez's lesson involved more student-to-student talk, and her role changed from lecturer or knowledge source to facilitator of the discussion process. Because the teacher's role in a discussion is less direct and often less apparent, it ap­ pears to be easier. In fact, it is just the opposite. During discussions a teacher must listen carefully to each student's response, avoid commenting when students are interacting appropriately, interject questions when ideas need to be stimulated, and refocus the dis­ cussion when the students drift off as Ramon did in Jacinta Lopez's lesson. Effectively guiding a discussion requires more sophisticated skills than teacher­ centered lessons because the teacher is not in direct control of the activity and a great deal of subtle judgment is required. A skilled discussion leader must do all of the following: • Focus the discussion. A primary role for the teacher is to keep the class on track, without taking ownership of the discussion away from the students, asJacinta Lopez managed to do so skillfully. Periods of silence characterized by student thought are typical (and potentially unnerving). • Encourage though!fulness. In conducting discussions, the teacher must be skilled in using questions that solicit alternate points of view, relationships between ideas, and analysis of different points of view rather than convergent, focused answers. • Maintain momentum. Discussion must be monitored constantly to ensure that momentum is maintained, and the teacher must intervene when necessary. This requires carcful judgment. If teachers intervene too often, the discussion J CAPITALIZING ON SOCIAL INTERACTION. 315 reverts back to a teacher-directed activity; if they don't intervene when neces­ sary, the discussion can meander and even disintegrate. The teacher should in­ tervene under the following conditions: • lesson digressions • errors of fact • logical fallacies • a small number of students dominating the discussion • when the lesson should be summarized and brought to closure As a rule of thumb, cut a discussion off too soon instead ofletting it go too long. To pre­ vent teacher domination, some have advocated teachers refrain from questioning com­ pletely (Dillon, 1987). This isn't realistic, however, and in doing so, teachers abdicate important opportunities to stimulate thought and encourage connections. Teacher guid­ ance is critical in effective discussions, as we saw in Jacinta Lopez's lesson. As teachers ac­ quire expertise, they develop a feel for when intervention is and is not appropriate. Affective Discussions: Promoting Ethical and Moral Growth The proper place of values and moral education in the curriculum is also controversial. The controversy is less about whether or not it should be taught-most educators agree that it is needed-and more about the form that it should take (Wynne, 1997). One position, called character education, emphasizes the transmission if moral values, such as honesty and citizenship, and the translation rf these values into behavior. For example, the state of Georgia recently passed a law requiring character education programs to focus on 27 character traits including patriotism, respect for others, courtesy, and compassion (jacobson, 1999). Instruction in character education emphasizes the study ofvalues, prac­ ticing these values both in school and out, and rewarding displays of these values. Moral education, by contrast, is more value free, emphasizing instead the development if students' moral reasoning. Moral education uses moral dilemmas and classroom discus­ sions to teach problem solving and to bring about changes in the way learners think with respect to moral issues. Critics of character education argue that it emphasizes indoctrination instead of ed­ ucation (Kohn, 1997); critics of moral education assert that it has a relativistic view of morals, with no right or wrong answers (Wynne, 1997). The strength of character education is its willingness to identity and promote core values, such as honesty, caring, and respect for others. Few would argue that these val­ ues are inappropriate. However, emphasizing student thinking and decision making is important as well, and this is the focus of the moral education perspective. For either moral or character education to work, there must be some public con­ sensus about the values included in them. Does such consensus exist? A recent poll sug­ gests that it does (Rose and Gallup, 1999). When asked whether the following values should be taught in public schools, the following percentages of a national sample replied affirmatively: honesty (97%), democracy (93%), acceptance of people of different races and ethnic backgrounds (93%), and caring for friends and family members (90%). At the other end of the continuum were acceptance of people with different sexual orienta­ tions-that is, homosexuals or bisexuals (55%)-and acceptance of the right of a woman to choose an abortion (48%). In considering which values to promote in their classrooms, 316 • CHAPTER 9 www.ablongman.com/kauchak4e teachers should be aware of public attitudes toward these values. This doesn't mean teachers should avoid discussing controversial topics or values; instead it suggests being aware of students' current values and beliefs and building upon them. This makes sense both pedagogically (Eggen and Kauchak, 2001; Ormrod, 2000) as well as politically. But integrating affective content into the curriculum without proselytizing or appearing heavy handed is a delicate balancing act. This problem is important for all teachers, as value-related discussions are impossi­ ble to avoid. Sometimes affective concerns are explicit, such as when freedom of speech and individual rights are discussed in social studies classes. Health classes deal with sex education, and evolution versus creationism continues to be debated in science classes in different parts of the country. Other instances of affective issues are more subtle, however, and teachers often ad­ dress affective issues without realizing it. For example, teachers who say, "Class, the civil rights movement was perhaps the most important event in twentieth-century America;' or "The effect of pollutants on our planet is the biggest problem facing modern man," or "Julius Caesar wasn't just a play about ancient Rome. It was a play about politics and democracy and the potential for abuse by people in power." are making value-laden statements that can lead to lively discussions. Opportunities to examine values often occur as natural by-products of other lessons. For example, a discussion in biology might consider benefits of pesticides, such as increased productivity, with negative side effects, such as the impact on wildlife. A les­ son on ethnic groups could focus on the internment of Japanese Americans during World War II, resulting in a discussion of the importance of individual rights versus per­ ceived risks to national security. A literature class reading Lordof the Flies might consider individual responsibility versus peer pressure. A class focusing on career choices might list different occupations and use this as a springboard for a discussion of the values un­ derlying different occupational choices. A conflict of values exists in each of these top­ ics, with potential as a springboard for subsequent discussion. Clarifying Mllues through Moral Dilemmas. Value-oriented discussions can also be started through moral dilemmas (Oser, 1986; Kruger, 1992). A moral dilemma pre­ sents students with an everyday problem, the solution to which involves the resolution of a value conflict. Shannon Wilson, in the teaching episode at the beginning of this section, used a moral dilemma as the focus for her lesson. Was it right for the father to steal to feed his children? This dilemma was embedded in the book the class was reading, which pro­ vided both background knowledge and motivation for her students. Teachers can also construct their own moral dilemmas to stimulate moral thought. Consider the following: John was working as a teacher's aid and ran across a copy of the final exam sitting on the teacher's desk. The exam was for a course that his best friend, Gary, was repeating for graduation. At lunch, Gary expressed concern that he wouldn't pass the course because his boss had made him work every night for the last two weeks, and the heavy schedule , g e It g CAPITALIZING ON SOCIAL INTERACTION. had prevented him from studying. Gary asked John to get him a copy of the test. If John didn't, Gary might not be able to graduate. John's refusal would almost certainly end their friendship. What should John do? The conflicts here are honesty versus friendship. Some questions to encourage thinking about this conflict could include: [­ Which is more important, honesty or friendship? h -x What would happen ifJohn steals a copy of the exam? es 317 What if he doesn't? What circumstances in the problem make a difference? i­ What other alternatives are there? :ler ICh es­ ing .er­ der ght un­ op­ In leading a discussion involving a conflict of values, there are several guidelines to follow (Oser, 1986; Kruger, 1992). Students should be encouraged to take a per­ sonal position in terms of the dilemma (e.g., What would you do?). This encourages involvement and causes students to reflect on their own values. In doing this, an at­ mosphere of acceptance for various value positions should be established. Students should be encouraged to listen and respond to the views of others. One of the major advantages of discussing different value positions is each student's consideration of al­ ternative views. In dealing with any of these value-laden topics, the teacher's role is to help students understand the issues involved through strategic questions. These should establish what the problem is, what value positions are involved, and what alternatives exist. In addi­ tion, students should be encouraged to clarify and voice their own thoughts on the is­ sues involved. Teachers should refrain from imposing their views on students, and students should not feel pressured to respond. This concludes our examination of discussion strategies. In the next section we look at how peer tutoring can be used to facilitate learning in the classroom. PEER TUTORING: STUDENTS AS RESOURCES I be pre­ alue ised feed pro­ Effective teachers use all available resources, one of which is the students themselves. In this section, we discuss using students as peer tutors to enhance the learning of content while developing skills outside the cognitive domain. Jim Corbin, a resource teacher for students with exceptionalities, and Maria Sandoval, a first-grade teacher, were talking in the teacher's lounge over lunch. Both were encounter­ ing problems in the area of reading. "I just don't have enough time to spend with my slower students," Maria commented. "I know what they need ... quality time in small groups where I can give them individual help and encouragement-but I've got 27 students in that class, and when I spend extra time with them, [ feel guilty about slighting the others." "I know how you feel," Jim replied, and after hesitating briefly he continued. "Num­ bers aren't my problem; it's motivation. I'm working with fourth and fifth graders who are really discouraged. They just don't think they can do it." 318 • CHAPTER 9 www.ablongman.com/kauchak4e As Jim and Maria talked, they wondered if there was any way that they could help each other. They'd both heard of peer tutoring but had never heard of resource students acting as tutors for regular students. They both had their doubts, but they agreed to give it a try. For the next week Jim prepared his students, teaching them to explain and demon­ strate the reading skills they were teaching and showing them how to provide helpful praise and feedback. Maria helped by pulling together reading materials that would pro­ vide a concrete agenda for the tutoring sessions. The next Monday Jim brought his nine resource students down to pick up the first graders. When they returned to the resource room, Jim circulated around the room, moni­ toring each pair's progress. As Jim had anticipated, some tutors did better than others, but all groups seemed to work reasonably well. Jim could tell it was working for his students by the way they entered his classroom and got ready for the tutoring sessions. Before, they dragged themselves in. and it was like pulling teeth to get them to work. Now, they arrived on time and appeared eager to work. He wondered how it was working for Maria's students. Research on Peer Tutoring Peer tutoring, as the term implies, involves students teaching students. Peer tutoring offers two specific benefits. First, because the sessions are one to one, instruction is individual­ ized, which is effective for all teaching situations and especially for skill learning. Second, peer tutoring can be motivational, both for the tutor and the student being helped. Help­ ing someone learn is intrinsically motivating for the tutors (Slavin, 1995), and the satis­ faction that comes with increased understanding motivates those being helped. The idea of students helping students is not new; The ancient Greeks and Romans used tutors, and in nineteenth-century England, where pupil-teacher ratios of 400 or 500 to one often existed, teachers coped by first teaching older monitors who then worked with younger students. Teachers in America's one-room schoolhouses dealt with the vast differences in grades one through eight by having older or more capable students help others. Two primary peer tutoring arrangements exist. Cross-age tutoring, like the Eng­ lish system, uses older students to'help younger ones. Cross-age tutoring benefits from the more mature tutor's knowledge and skills but is harder to manage logistically, because it is difficult because of scheduling and coordination problems. Same-age peer tutoring addresses this problem and can be used in any heterogeneous class where students are at differ­ ent levels oflearning. As we saw in the introductory episode, peer tutoring has also been successfully used with students with exceptionalities. In one study, upper elementary special education students were trained to act as reading tutors for first graders (Top and Osguthorpe, 1987). Mter twelve weeks of tutoring, researchers found that both the tutors and first graders outperformed comparable control students on reading achievement tests. In ad­ dition, the special education tutors showed significant increases in their perceptions of their general academic ability as well as their ability in reading and spelling. Other re­ search suggests that peer tutoring is effective in teaching content while also fostering so­ cial interaction and improved attitudes toward those with exceptionalities (Fuchs et al., 1997; Elbaum et al., 1999). :4e CAPITALIZING ON SOCIAL INTERACTION. 319 A Basic Peer Tutoring Model Peer tutoring is most commonly used to supplement typical teacher-led instruction. We . call this the basic tutoring model and examine it in this section. The strategy has two phases: planning and implementation, each involving four steps, which are summarized in Table 9.9 and discussed in the sections that follow. Planning for Peer Tutoring Identify a Topic. One-to-one peer tutoring can be used in any subject where the topic includes convergent information with clear right and wrong answers. For example, math skills such as two-digit by one-digit multiplication, language arts concepts such as adjectives or proper nouns, finding the longitude and latitude of various locations, and a variety of grammar and spelling rules can all be taught using peer tutoring. Organized bodies of knowledge and thinking skills, with their complexity and divergence, are less applicable to peer tutoring activities. [ers ual­ md, elp­ atis­ aans Oar ben lealt ible ng­ the ,e it ing ijJer- Prepare Instructional Materials. Convergent topics allow the teacher to construct spe­ cific practice and feedback exercises that provide structure for the tutoring sessions. Tu­ tors then focus on the problems and exercises in the materials. Maria Sandoval did this when she pulled learning materials together for Jim Corbin's students. These materials provide valuable practice and feedback for content taught during initial whole group activities. Assign Students to Pairs. One peer tutoring arrangement is to pair a high with a low achiever and let the more advanced student do all the tutoring. A different option, called reciprocal tutoring, pairs students of comparable ability, with students taking turns being the tutor. In this arrangement, students usually slide into a pattern where they sim­ ply work together rather than having one formally designated as tutor for a period of time and then switching. Train Students to be Effective Tutors. Like teachers, effective tutors are made, not born. Preparing both the tutors and the students being tutored is important for the effective­ ness of the process (Fuchs et al., 1994; Slavin, 1995). Untrained tutors sometimes imitate ~ ~ 4f STEPS IN PLANNING AND IMPLEMENTING PEER TUTORING ~so­ tal., Planning Implementing 1. Identify a topic. 1. Group presentation 2. Prepare instructional materials. 2. Break into peer-tutoring groups 3. Assign students to pairs. 3. Monitor progress 4. Train students to be effective tutors. 4. Evaluate tutoring pairs 320 • CHAPTER 9 www.ablongman.comlkauchak4e the worst from their teachers, including punitiveness and a lack of helpful feedback. A list of effective training components includes the following: • Explaining objectives. At the beginning of a session, the tutor should provide • • • • focus by explaining the major skill or concept to be learned. The teacher assists by putting this at the top of the tutoring worksheet. Staying on task. When an extraneous subject comes up, have tutors remind their partners of the objective and call their attention to the numbcr of examples, pages, or steps left to do. Providing emotional support. Encourage tutors to make supportive comments for incorrect answers, such as, "Not quite. Let's look at it again. What is the first thing you did ... ?" Giving praise and other positivefeedback. Discuss the importance of positive feed­ back and provide examples of different forms of praise (e.g., "Good answer!" "Great, you're really getting this."). If possible, have the tutor link the praise to specific behaviors ("Good, you remembered to carry the three to the hundreds column."). At the end of the lesson, have the tutor state what was learned and relate this to the session objective. Encouraging verbalization. Instruct the tutor to encourage thinking out loud, both for himself or herself and his or her partner. This makes the cognitive op­ erations being taught observable, providing a model for the partner and feed­ back for the tutor. Implementing Peer Tutoring Activities When implementing peer tutoring, teachers first present content as they typically would and then break students into groups, monitoring and evaluating them continually. Group Presentation. Introduce and teach the content in the same way you normally would. This stage is important because it lays the conceptual foundation for tutoring that will follow by providing common understandings and vocabulary. Break into Peer Tutoring Groups. Give students the worksheets designed to reinforce the content you've just presented. Specify the amount of time they have for the tutor­ ing session, and clearly state your expectations. Monitor Progress. Circulate around the room to answer questions and ensure that the tutoring is proceeding smoothly. To the extent possible, answer only procedural ques­ tions. Answer content questions only when the tutor is unable to do so. This places re­ sponsibility for learning on the peer teams. Check the exercise sheets at the end of the session for any error patterns that might suggest areas for reteaching. Evaluate Tutoring Pairs. If a tutoring pair is not functioning, rearrange the students. One of the motivational advantages of peer tutoring is the fact that students are exposed to different teaching styles and personalities; to take advantage of this, reconstitute the tutoring pairs periodically. Peer tutoring works because it places students in an active learning role and indi­ vidualizes instruction. One of its advantages is that it can be easily combined with large group direct instruction. As such, it provides individualized practice and feedback. CAPITALIZING ON SOCIAL INTERACTION. 321 Social Interaction: Theoretical Perspectives. Constructivist theories support the use of social interaction in the classroom by emphasizing the central role that dialogue and verbalization play in learning. Vygotsky, a Russian psychologist, viewed language as an important medium for both learning and development. Language provides a medium for students to conceptualize their own thoughts and refine these by comparing them to thoughts of others. Using Groupwork to Facilitate Learning. Groupwork provides an effective strategy for promoting and maintaining high levels of student involvement by engaging stu­ dents in tasks to be solved in a group. Combined with skilled questioning, it can also help students develop social skills and promote the development of higher-order think­ ing skills. Cooperative Learning. Cooperative learning strategies place students on learning Id ~y :lg teams and reward group performance. Cooperative learning strategies can be used to teach both basic skills and other, higher level skills. To be effective, cooperative learning strategies should stress group goals, individual accountability, and provide equal oppor­ tunities for success. Student teams-achievement divisions (STAD) has proven effective in teaching facts, concepts, and skills. Jigsaw techniques assign different students on a team to investigate different aspects of a larger body of knowledge. Subsequent sharing and quizzes or group projects make all students accountable for the information gained by the group. Group investigation places students in teams to attack a common problem from differ­ ent perspectives. In all ofthese strategies, the development ofsocial interaction skills and inquiry can be as important as content acquisition. Discussions. Discussions are interactive instructional strategies that can be used to ce Ir­ he es­ re­ the Its. sed the di­ rge teach higher-level thinking skills, affective goals, and interpersonal communication skills. Content-oriented discussions invite students to use higher-level and critical thinking skills to refine and integrate previous information they have learned. Student content background is essential here. During discussions, the teacher's role is less directive and obtrusive, first framing the discussion with a question or problem and then monitoring its progress through questions and clarifying statements. Affective discussions are designed to help students clarify their own values and be­ liefs through the dual processes of articulating their own views and listening to those of others. As with content-oriented discussions, the teacher acts as facilitator and clarifier rather than position taker. Peer Tutoring: Students as Resources. Peer tutoring provides another student­ centered approach to teaching content. Cross-age tutoring uses older students to help younger ones; same-age peer tutoring uses students in the same class to help each other. Structure is essential for effective peer tutoring; student worksheets provide a focused instructional agenda for both tutor and tutees. 322 • CHAPTER 9 Character education Combining peers Cooperative learning Cross-age peer tutoring Discussions Elaboration Equal opportunity for success Group investigation Group goals Groupwork www.ablongman.comlkauchak4e Individual accountability Jigsaw II Moral dilemma Pairs check Peer tutoring Reciprocal tutoring Same-age peer tutoring Student teams-achievement divisions (STAD) Think-pair-share Ken Johnson had been reading and hearing about cooperative learning. A number of his colleagues at Franklin Middle School had experienced some success with it, so Ken had been wanting to try it. As he looked over his language arts curriculum for the next few months, he saw that end-of-sentence punctuation was one of the topics he needed to cover. "Hrnrn, [ wonder if cooperative learning would work here," he thought to himself. As the day to begin the unit drew nearer, he made specific plans for the cooperative learning unit. He knew that students should be involved in helping each other out on teams but wasn't quite sure how to arrange this. He'd bring the topic up in the faculty lounge, but the explanations he received weren't clear. He couldn't quite understand the differences between STAD, Jigsaw, and Group Investigation. "Oh, well, probably the best way to learn is by trying it out," he thought as he looked through his teacher's edition of the language arts textbook that he was using. On the first day of the unit, he began by saying, "Class, we're going to try something different. Instead of my teaching you everything, you're going to learn how to help each other. So the first thing we need to do is get into groups of three or four and these will be our cooperative learning teams. I thought of assigningyou to teams but thought you might learn better with someone you know, so go ahead and find two or three other students that you want to work with and decide on a group name. I'll give you 5 minutes to do this." As Ken circulated around the room, he worked at smoothing over group disputes. In some instances, teams of five arose and Ken was faced with the choice of breaking them up into smaller units or letting them go. He decided to let them go. He also encountered the problem of isolated students and students who couldn't find partners. He helped each of them find a potential partner. When most of the students had found a group, he continued, "Here's how the activ­ ity will work. We're going to be learning about end-of-sentence punctuation. I know most of you know something about the topic, but I've been noticing on some of the writing that you've been handing in that we could use a little more work. "So first l'd like everyone in the team to read pages 170 to 175 in your language arts text. Then I'd like each of you to write three sentences that are declarative, interrogatory, and imperative. Don't worry if you don't know what that means. You'll find out. Then share these with your partners and see if they can figure out which is which. We'll con­ CAPITALIZING ON SOCIAL INTERACTION. 323 tinue on with this tomorrow and I'll give each group a group quiz. Because we're using co­ operative learning, I'll let you help each other and the grade you get for this assignment will be the same for everyone in the group. Any questions? Ryan?" "What are we supposed to do in the groups? I'm not sure 1understand." "You're supposed to read pages I 70-175 in your text. Here, I'll write them on the board. Then you make up one of each of the three kinds of sentences and share these with the other members of the team. Any other questions? Then let's get into our groups and start working." As Ken circulated around the room, he helped students from different groups get going. He noticed that some groups, mostly his A and B students, got right to work while other groups were slow to start. As Ken worked with different groups, he repeated his di­ rections. Finally, after about 10 minutes, most of the groups were working productively. "Hrnm," he thought, "maybe this is going to work" The next day he began class by saying, "Class, we did a good job yesterday learning about different kinds of sentences and how periods, question marks, and exclamation points can help the reader understand what we're trying to say. To help you practice for the quiz today, I've got an exercise that asks you to punctuate different kinds of sentences. This is exactly what you'll be doing on the group quiz at the end of our hour. So work hard and I'll be circulating around the room if you have any questions." After Ken distributed the practice sheets to the different groups, he circulated around the room. He found that a number of groups had trouble deciding whether a sentence really warranted an exclamation point or just needed a period. Students felt that they didn't have enough background information to make a decision. While Ken half-heartedly agreed, he urged them to make a decision anyway. h?H£/'CJd>ee/7c 0.7d>e04J..£ Xe/7dY~eo $),f/O/¥,s 10)00),. 10 Ine front of the room. "Class, I've got your group quiz here. I'm only going to give one to each group and you have to work cooperatively at deciding the right answer. That's why this is called co­ operative learning. When you're done, hand the quiz in with all of the members of your group's names on it and I'll grade them for tomorrow. Good luck" As Ken passed out the quiz, he wandered around the room answering questions and making sure each of the groups was working okay. Some were and some weren't. He also noticed that in most groups the brightest students was given the job of secretary and tended to do most of the work "I wonder if this is working like it should," he thought. "They don't seem to be coop­ erating like they should." Question for Analysis 1. What type of cooperative learning strategy should Ken Johnson have used? Why? 2. How effective was Ken in forming cooperative learning groups? What alternative might you suggest? 3. How effective was Ken's instruction in structuring the cooperative learning activ­ ity? What else might he have done? 4. Analyze Ken's cooperative learning activity in terms of the three essential compo­ nents identified by research. How could he adjust his activity to be more effective? 5. Analyze the effectiveness of the learning materials Ken used. How could their ef­ fectiveness have been increased? 324 • www.ablongman.com/kauchak4e CHAPTER 9 1. How would you respond to parents who raise concerns about their son or daugh­ ter being involved in peer tutoring, either as a tutor or student? 2. Which of the three cooperative learning strategies-STAD, Jigsaw II, and Group Investigation-are most appropriate for the lower grades? Upper grades? Why? 3. Are the three cooperative learning strategies more appropriate in some content areas than in others? Which and why? 4. Which of the three cooperative learning strategies would be most effective for fostering improved intergroup relations? Why? 5. What is the place of values in the curriculum? How would you respond to objec­ tions from people who contend that values don't belong in the curriculum? What advantages and disadvantages are there to character and moral education ap­ proaches to teaching values? 6. Which values should the schools try to develop? Examine the following values and rank order the five most important values from an educational perspective. Compare these with other people in the class. Broadminded Forgiving Honest Imaginative Independent Intellectual Logical Loving Obedient Polite Responsible Self-controlled 7. Are discussions more valuable in some areas of the curriculum than others? Which and why? How does the value of discussion vary with grade level? What is the lowest grade level that can still benefit from discussions? 1. Groupwork. Plan and teach a lesson incorporating student groupwork. a. What kind of groupwork did you use? Was it appropriate for your goal? h. How well did you plan for logistical concerns such as transitions into and out of groupwork? What would you do differently next time? c. How did groupwork influence student motivation? d. How effective was the groupwork activity in promoting learning? How can you tell? 2. Cooperative Learning. Identify a classroom that is using cooperative learning. Ob­ serve the classroom and answer the following: a. What kind of cooperative learning strategy was being used? h. What kinds of content goals were targeted? c. How were the groups composed (teacher interview)? d. How did the teacher promote: 0) group goals, (2) individual accountability, and (3) equal opportunity for success? CAPITALIZING ON SOCIAL INTERACTION. • 325 e. What special management strategies did the teacher use? f. How could the lesson be changed to improve learning? 3. Affective Goals. Examine a blank report card. What do the categories in the report card say about the affective goals in that school at that level? What areas are em­ phasized? What areas are missing? How could the report card be modified to help students develop in these areas? 4. Discussions: Interaction Patterns. The purpose of this exercise is to analyze the inter­ action patterns in a discussion. To do this, sketch out a seating chart of the partici­ pants before observing a class discussion. Mark the first person who talks with a 1, the second with a 2, and so on. After the session, analyze your data in terms of the following questions: ~­ • a. How did the discussion begin? b. Was the prevalent interaction pattern T-S-Tor S-S? c. What percentage of the students participated? What did the teacher do to in­ fluence this? d. What role did the teacher play? e. How did the teacher's questions guide the discussion? f. How did the discussion end? g. ~\l'd.t 'S\lgge'S\lC)m cC) '3C)\l \\.<.."e \1:) \,-,<..~~ \\\.~ c"",,,C\l"'''',,"I:)\'- mm.~ ~\I~C\,,""~~ 5. Discussions. Identify an instructor at either the elementary or secondary level or the college level who is good at leading discussions and ask to sit in on one of his or her discussions. a. What instructional activities (e.g., readings or lecture) preceded the discussion? b. What kinds of interaction patterns developed? is • c. What kinds of questions seemed most effective in provoking thoughtful interaction? d. How was silence used? e. How appropriate would this discussion style be in your content area or level? 6. Peer Tutoring. Identify a classroom that is using peer tutoring. Observe a peer tu­ toring session and analyze it in terms of the following dimensions: a. Goals b. Instructional materials c. Type of peer tutoring (e.g., cross-age or reciprocal) d. Training (you will have to interview the teacher for this) e. Teacher monitoring f. Teacher's evaluation of the process (a short interview will be needed) g. Your suggestions for making peer tutoring more effective PROBLEM-BASED INSTRUCTION. 327 ~o this point, you've seen how the general instructional model provides a framework { for the strategies in this text, and you've studied both learner-centered and teacher­ centered strategies designed to teach content, including concepts, skills, and organized bodies of knowledge. In this chapter we examine problem-based instruction, a collection of teaching strate­ gies that includes project-based instruction, problem solving, inquiry, case-based in­ struction, and anchored instruction. When you've completed your study of this chapter, you should be able to meet the following goals: • • • • Describe characteristics of problem-based instruction. Implement project-based instruction. Implement strategies to help students learn to solve problems. Develop learning activities to promote inquiry strategies in learners. PROBLEM-BASED INSTRUCTION To introduce you to the topic of problem-based learning and instruction, let's look in on a classroom application. Students at Bayview Middle School, on the banks of Chesapeake Bay, are actively involved in a debate about farm fertilizers, pesticides, and water pollution. Brad Evers, their social studies teacher, has been working with the other members of his teaching team to prepare students for this debate. Sonya Woodside, the science teacher, has been focusing on the chemical and biological aspects of pollution. Ted Barret, their English teacher, has been helping students use the Internet to gather information and write reports. Kim Starrow, the math teacher, has been focusing on graphing skills to help students integrate graphs into their presentations. Kasha, a member of the environmental group, rises to speak. "Our group is in favor of House Bill 370. It prohibits farmers from using fertilizers and pesticides within 300 feet of any stream flowing into the Bay." "We strongly disagree," replies Jacob, a member of the Farmer's Coalition. "This bill is unfair. It will put many farmers out of business and is unnecessary. Besides, fertilizer helps things grow. What evidence is there that fertilizer hurts anything?" "But what about us? We make our living off of the fish and oysters in the Bay. Shouldn't our jobs be protected as well?" Jared counters as the moderator gives him the floor. The debate continues with each group given opportunities to present their perspec­ tives, using charts, graphs, and printed materials. (adapted from Slavin, Madden, Dolan, and Wasik, 1994, pp. 3-4) Problem-Based Instruction: An Overview Problem-based instruction is a collection of integrative teaching strategies that useproblems as the focus for direction, teaching problem-solving skills while developing self-directed learning 328 • CHAPTER 10 www.ablongman.com/kauchak4e (Krajcik, Blumenfeld, Marx, and Soloway, 1994). Problem-based instructional strategies typically have the following characteristics: • Lessons begin with a problem or question, and solving the problem or answer­ ing the question becomes the focus of the lesson (T. Duffy and Cunningham, 1996; Grabinger, 1996). • Students are actively involved in learning while investigating the problem, design­ ing strategies, and finding solutions (Slavin, Madden, Dolan, and Wasik, 1994). • The teacher's role in problem-based instruction is primarily facilitative. The teacher guides students' efforts through questioning and other forms of instruc­ tional scaffolding (Maxwell, Bellisimo, and Mergendoller. 1999; Stepien and Gallagher, 1993). Unlike other more content-oriented strategies, teachers use problem-based instruc­ tion to accomplish multiple goals. The goals ofproblem-based lessons are for students to (1) learn to investigate questions and problems systematically, (2) develop self-regulation and self-directed learning abilities, and (3) learn content. These goals were evident in Brad Evers's classroom. Students learned about pollution in the Chesapeake Bay while also developing their own abilities to conduct investigations into meaningful problems. As the name implies, problem-based instructional strategies begin with a question or problem. In Brad Evers's class the problem involved the effects of pollution on the Chesapeake Bay. Later in the chapter you'll read about one classroom that atteulpts to find the area of an irregularly shaped room and another that tries to determine whether brand name or generic aspirins are better. These problems provide the focal point for students' investigatory efforts. The primary goals for problem-based learning activities are the development of problem-solving abilities and self-directed learning; learning content is less prominent. If learning content is a primary goal, alternate strategies, such as direct instruction, lecture­ discussion, or guided discovery, are probably more effective. However, some evidence in­ dicates that content learned during problem-based lessons is retained longer and transfers better than content learned when other strategies are used (DuffY and Cunningham, 1996; Sternberg, 1998). But what is self-directed learning, and how do problem-based strategies contribute to its development? Self-directed learning develops when students are aware if and take control if their learning progress. Self-directed learning is a form of metacognition, which involves knowing what we need to know, knowing what we know, knowing what we don't know, and devising strategies to bridge these gaps (Hmelo and Lin, 1998). During problem-based instruction, students first assess what they know about the problem they are facing. On the basis of this assessment, students decide what additional information they need and develop plans to address these deficiencies. As they gather new information, they use this information to solve the problem they're encountering. Ifthe information is sufficient and their goal met, the problem is solved. If not, students, on the basis of need, reformulate new learning strategies. The teacher assists in the process by asking facilitative questions, such as: What do you already know? What additional information do you need? Where can you find this information? PROBLEM-BASED INSTRUCTION. 329 Questions such as these encourage students to think about the process they are going through, which helps them develop as self-directed learners. Unlike some of the other more content-oriented strategies that you've read about, in problem-based instruction the teacher's role is more facilitator and guide rather than information organizer and disseminator. Problem-Based Instruction: Theoretical Foundations Problem-based instruction is grounded in the philosophy of John Dewey, who advo­ cated the use of experiential learning in classrooms, and constructivist views oflearning. Let's look at these ideas in more detail. 1 ) r of If e­ n­ ers n, ite Ike ch Philosophical Underpinnings. John Dewey (1859-1952), probably the most influential educational philosopher in America, believed that children are socially active learners who learn by exploring their environments (Dewey, 1916). He believed schools should take advantage of children's natural curiosity by bringing the outside world into the classroom, making it the focus for study. In studying the world, students should be active inquirers. Dewey proposed that this inquiry should be guided by the scientific method, which has the following characteristics: • • • • • Learners are involved in authentic experiences that genuinely interest them. Learners examine problems that stimulate thinking and focus their efforts. As they solve problems, learners acquire information. Learners form tentative solutions that may solve the problem. Learners test the solutions by applying them to the problem. Applications help learners validate their knowledge. We saw elements of these characteristics in Brad's classroom. Knowing that his students would be interested in the bay that they lived on, he designed a problem-based unit that allowed them to explore a problem that affected their lives and the lives of their parents. Dewey believed that the knowledge students learn shouldn't be some inert information found in books or delivered in lectures. Instead, knowledge becomes useful and alive when it is applied to the solution of some problem. Dewey's work had a major influence on the progressive education movement in the United States and continues to be felt in areas such as project-based learning, thematic units, and interdisciplinary teaching. we :he nal ler ng. 1tS, Constructivist Frameworks. As we've seen earlier in the text, constructivists believe that student learning is most effective when students actively construct knowledge, connect­ ing it to what they already know. Problem-based learning encourages active knowledge construction by placing students in the middle of active learning situations. Students learn by actively trying to solve problems, such as investigating the effects of pollutants on our waterways. One particular kind of constructivism, called sociocultural learning theory, stresses the importance of social interactions in learning. Based upon the work of the Russian psy­ chologist Lev Vygotsky, sociocultural theory emphasizes that learning is inherently so­ cial and embedded within particular cultural settings (Cobb and Bowers, 1999). As learners within problem-based lessons interact with each other, they not only learn from each other but also create new knowledge for themselves. 330 • CHAPTER 10 wvvvv.ablongman.comlkauchak4e From a sociocultural perspective, forming a community of learners is crucial. Teachers need to help students learn how to learn from each other. From this perspec­ tive the social interaction and group problem-solving skills that are learned are as im­ portant as other goals, such as learning content and higher-level analytical skills. Active listening, turn taking, building upon the ideas of others, and constructive disagree­ ment, interaction skills that are so important in cooperative learning, are also essential in problem-based learning. Because of the value of social interaction in problem-based learning, all of the strategies described in this chapter will be framed as group activities. However, many of these could be assigned as individual projects. For example, individual students could be asked to work on Brad Evers's problem and present their results individually. In orga­ nizing problem-based learning in this way, teachers miss valuable opportunities to take advantage of social learning. In the next section we analyze project-based instruction, one of the most widely used problem-based learning teaching strategies. PRO..IECT-BASED LEARNING Project-based learning, a comprehensive approach to classroom teaching and learning, in­ volves students in projects: relatively long-term, problcm-jocused, and meaningful units of instruc­ tion that integrate concepts from a number oj disciplines orfields if study. During project-based learning, "students pursue solutions to authentic problems by asking and refining ques­ tions, debating ideas, making predictions, designing plans or experiments, collecting and analyzing data, drawing conclusions, communicating their ideas and findings to others, asking new questions, and creating products" (Good and Brophy, 2000, p. 242). Essential Components Project-based learning utilizes the following components: • An authentic question or problem organizes and drives the activities. • Collaboration provides opportunities for students to learn to work together to­ ward a common goal. • Activities include information gathering from a variety of sources that may in­ volve interdisciplinary connections. • Answers or solutions to the problem or question lead to a series of products that result in a final presentation project in a form (e.g., debate, report, video­ tape, presentation) that can be shared with others and critiqued, Let's analyze these characteristics using Brad Evers's classroom as an example. Authentic Question or Problem. Project-based learning begins with a question or prob­ lem that is real to students and that can serve as the focal point for student investigations. An effective problem • Fulfills a specific purpose: It relates to important learning outcomes and con­ nects to a teacher's goals. • Presents an open-ended task to accomplish. , PROBLEM,BASED INSTRUCTION. 331 • Compels interest by challenging students. • Connects student learning to real-world experience. (Gagnon and Collay, 2001) This question or problem could be a social issue or problem, a topic encountered in the regular curriculum, or a topic that interests the students. Brad Evers used the topic of pollution in the Chesapeake Bay to focus his students' studies. The topic was authentic or real to them because they live along the bay and could relate their studies to their own lives and the lives of their parents, many of whom are farmers and fishermen. In addition to being authentic, the problems should also be open ended and ill de­ fined, posing a sense of mystery or puzzlement. This is important for several reasons. Ill­ defined problems offer challenges to students, providing them with opportunities to wrestle with, understand, and frame the learning task ahead of them. This challenge is similar to the one students encounter when they write a more traditional term paper and can be the most educationally rewarding part of the process. In addition, an open-ended problem is motivating, providing students with both challenge and choice. Additional examples of topics that could serve as focal points for project-based learning are found in Table 10.1. Each of these questions or problems could serve as the focus of a long-term investigation by students. Collaboration with Other Students. As students work together on their projects, they develop valuable group interaction skills. They learn to form group goals collabora­ tively, to listen, to express their own ideas, and to compromise as conflicts occur. These are valuable skills in school as well as in real life. Collaboration also has cognitive benefits as well (Eggen and Kauchak, 2001). The process of organizing ideas and putting them into words is a challenging task that pro­ motes learning, as anyone who has had to write about something knows. In addition, listening to others' ideas and understanding them, incorporating them with our own, not only contributes to our own thinking but also helps create new ideas. Information Gathering. Project-based learning activities involve students in a variety of information-gathering activities. These could include, but are not limited to, the following: • Gathering information from printed sources • Using the Internet ~ /0./ PROJECT-BASED QUESTIONS OR PROBLEMS Content Area Question or Problem High school social studies What factors influence voter turnout in an election? High school health How healthy are the lunches that students eat at our school? Elementary science What kinds of plants and animals inhabit a nearby pond? Middle school history What is the history of the town or city that we live in? Middle school social studies Where do last names come from and what do they mean? Elementary science/social studies What are the advantages and disadvantages of different pets? 332 • CHAPTER 10 www.ablongman.com/kauchak4e • Interviewing people • Gathering specimens (e.g. plants and animals) Students in Brad's classroom used books and magazines like National Geographic as well as the Internet to obtain basic information about the bay and the problems of pollution. They also interviewed a number of people, including farmers and fishermen as well as public officials such as water quality officials and wildlife conservation officers. They also collected and analyzed water samples from different sites along the bay. Often the process of information gathering requires crossing disciplinary or content boundaries. Note that although all of the original questions in Table 10.1 were embed­ ded in a particular content area or areas, they could potentially lead to interdisciplinary investigations. For example, the high school health project focusing on nutrition could incorporate science topics to frame the question, social studies to investigate issues of sampling, math to report results, and writing to present conclusions. In a similar way the elementary project on pets could involve a broad array of skills such as interviewing, using math to report findings, and reading and writing in the language arts curriculum. Project-based learning often serves as the focal point for interdisciplinary units that con­ nect multiple content areas. Products. The products ofproject-based learning are an important learning component and need to be shared with others. The creation of a product encourages students to in­ tegrate their new learning into some form of cohesive and coherent report. This is a de­ manding task that fosters learning. Producing a product also brings closure to the project, which carries with it motivational benefits (McCombs and Pope, 1994). Feed­ back from others also permits the learners to reflect on and extend their emerging knowledge and to revise their products if necessary. Products can take a number offorms. The most obvious is some type of written re­ port that can be shared with others. Other alternatives include: • • • • A A A A letter to a politician or newspaper multimedia presentation with an audience in mind drama or short story debate Students should view the products they create not only as a worthwhile summary of their efforts but also as functional, designed to inform or persuade a specific audience. Brad's students reported their findings in a number of ways. To encourage them to consider multiple perspectives on the problem, he assigned them to teams that focused on different aspects of the problem. Prior to the debate each team presented their find­ ings to the whole class using different forms of technology, including videotapes, audio tapes, and PowerPoint. Students then used this information during the debate, in which they assumed different roles and perspectives. Implementing Project-Based Instruction in the Classroom Project-based learning is complex, both from a teacher and student perspective. For teachers, it requires a number of different roles, starting with planning and ending with assessment. It also requires students to assume different roles, and teachers need to assist I f t e g :0 .d i- LO PROBLEM-BASED INSTRUCTION. 333 students as they learn how to perform these new roles. In this section we describe how teachers can make project-based instruction work in their classrooms, starting with the process of planning. Planning. All good teaching starts with a goal that then guides teachers' subsequent in­ structional efforts. Brad Evers had several goals. He wanted students to learn about pol­ lution and how it affected the area in which they lived. He also wanted students to learn to work together cooperatively on projects and develop their abilities to direct their own learning in the future. These multiple goals are typical in project-based learning. A second planning task is to identify a topic for study and then frame the topic in terms of a problem for students to investigate. Topics for project-based learning can come from several sources. The most obvious is the assigned curriculum. Though teachers are expected to teach a number of "assigned" topics, all it takes is a little creativity to trans­ form these into the focal point of projects. For example, a unit on the Crusades can be converted into active investigations by students into the human efforts that went into the Crusades, including reports on recruitment efforts, songs, and battle strategies (Cohen, 1991). In a similar way, a social studies lesson on local political structures or a science les­ son on pollution can be converted into project-based instruction on the politics of pol­ lution on the Chesapeake Bay, as Brad Evers did. Another teacher planning task during project-based learning is to organize re­ sources, both in print and media formats. This task has been made much simpler with the advent of the Internet, but teachers still need to plan for access to computers and the availability of relevant websites as well as more mundane things like printing. Implementing. The first step in implementing project-based learning in the classroom is to orient students to the problem. Let's see how Brad did this in his classroom. "Class, I've got some pictures I'd like to show you. They're from a book called, Then and Now: A Historical Look at Chesapeake Bay. What do you notice about the first one? Seth?" "That's Sassafras Creek. I can tell from the old pier that's still there. But there weren't any condos there then." "Good, Seth. What else do you notice, class?" Brad continues, sharing with his class both old and modern pictures of the bay, help­ ing them see the changes that have occurred over time to the physical appearance of the bay. Then he shares with them some figures on the amount of oysters and fish that were harvested over the years and asks students to explain the decline. During the discussion, he asks if any of the students boat or fish in the bay and asks them to share their experiences. He asks them to go home that evening and ask their parents about their early memories of Chesapeake Bay and how it has changed over time. :h 'or ith sist An effective problem has several essential characteristics. First, it must be real or meaningful to students. In addition, it must be understandable and afford a starting point for students' investigative efforts. Finally, it must be complex and open ended so that it provides students with multiple options for their investigations. After orienting students to the problem, teachers need to organize them into study teams. One of the easiest, but not necessarily the best, way to do this is by student choice. However, the same kinds of concerns raised in Chapter 9 about this method of 334 • CHAPTER 10 www.ablongman.eom/kauehak4e comprising cooperative learning groups also apply here. Groups may not be balanced in terms of ability, ethnicity, or gender. Working with friends or in homogeneous groups often prevents students from learning about others and how to work with stu­ dents who are different from them. After students are organized into study teams, teachers need to structure the teams' ef­ forts by establishing timelines, both for intermediate and final projects. Timelines provide concrete due dates for different groups to meet. Teachers can also assistwith these timelines by meeting with the different groups on a periodic basis to facilitate each group's progress. Major tasks each group will need to struggle with are data collection and analysis. For example, the students in Brad's class chose to interview a number of people con­ nected to the bay. Before they did this, they needed to construct an interview protocol to structure their interviews. They also needed to decide whether the interviews should be audio- or video-recorded or whether notes should be taken. Brad helped in the process by asking groups to think ahead and consider what their final reports or prod­ ucts would look like. The final products that result from project-based learning can and should take mul­ tiple forms. Students should take the audience into consideration in planning their re­ ports and should be encouraged to employ a variety of media formats. Even if one of the products is a traditional paper, students should be encouraged to consider ways to make the information in it accessible and interesting. Doing this not only develops per­ spective taking, a valuable social skill (Berk, 2000), but also employs multiple learning tasks, a major way of addressing student diversity (Cohen, 1991). In addition, creating a consumer-oriented exhibit or report is a valuable skill in later life. One way to think of these final learning products is in terms of exhibits. Exhibits are presentations of student work that document learning. Characteristics of effective exhibits include the following: • • • • • • Students produce the exhibit to document their accomplishment of a task. Students present their exhibit publicly and explain their thinking. Students respond to questions from their teacher or peers. Teachers use the exhibit to determine what learning has taken place. Teachers help students understand the learning that has occurred. Teachers align student explanations and thinking with requirements of state or national standards. (Gagnon and Collay, 2001) Exhibits provide a public forum where members of the learning community come to­ gether to discuss the learning that has taken place during project-based learning. Assessment. Assessment should be an integral part of project-based learning and should occur in three phases. Before project-based instruction occurs, teachers should ascer­ tain, either formally through a written preassessment or informally through questions, what students know about the topic. This can provide valuable information for orga­ nizing groups as well as gathering resources. Assessment can also provide valuable information during project-based lessons. Checklists and rating scales can provide students with valuable feedback about their learn­ ing as well as the progress of their project. A rubric such as the one in Figure 10.1 can help students assess their own planning progress as well as provide the teacher with a con­ crete format to conference with students about their progress and accomplishments. nced ieous l stu­ s' ef­ wide -lines ~ess. lysis. con­ :ocol ould l the 'rod­ mul­ r re­ ie of y"s to per­ rung mga ibits ubits ~ or to­ ould icer­ ions, irga­ ions. .arn­ can con- 335 PROBLEM-BASED INSTRUCTION • hak4e No Evidence Project Goals 1. Topic clearly defined 2. Information-gathering procedures detailed 3. Data analysis procedures described 4. Final product planned r~ {OJ 1 1 1 1 Partial Evidence 2 2 2 2 3 3 3 3 Clear Evidence 4 4 4 4 5 5 5 5 Rubric for Assessing Project-Based Learning Assessment can also provide valuable information to students about their final pro­ ject and how effective they were in presenting this to other students. Rubrics similar to the one in Figure 10.1 can be developed, shared with students, and used during presen­ tations to provide feedback about strengths and weaknesses. To help students develop self-direction in their learning they should be involved in the assessment process from the beginning (McCombs and Pope, 1994). Teachers should • Inform students at the planning stage what is expected when their projects are completed. • Use ongoing student conferences to discuss progress and provide feedback. • Involve students in providing feedback to each other. • Encourage students self-evaluations of their learning progress. In assessing project-based learning, teachers should focus not only on the products pro­ duced but also the growth and changes that are occurring in students. Research on Project-Based Learning Research on project-based learning is encouraging. Research suggests that it is an ef­ fective vehicle to teach basic learning skills at the same time as content. Project-based learning also has motivational benefits. In addition, there is some evidence that this form oflearning can help develop self-directed learning in students. Project-based learning is an effective vehicle for teaching basic learning skills because these skills are an integral part of students' projects. In addition to developing reading and writing skills, project-based learning can also teach a number of valuable learning strate­ gies, including teaching students to • • • • • Prioritize learning objectives. Identify areas of knowledge deficit. Search for information broadly. Integrate information effectively. Present ideas clearly. (Blumberg, 1998) Because students are actively immersed in these processes in the pursuit oftheir projects, they can see why they're useful and appreciate their value. Motivation and Project-based Instruction. Research also suggests that project-based learn­ ing is motivating. Motivational aspects of project-based work include: • Authentic problems that are challenging • Choice in deciding what and how to do it 336 • CHAPTER 10 www.ablongman.com/kauchak4e • Varied and novel tasks • Collaboration with peers • Closure in the form of a final product (Good and Brophy, 2000) In one study of high school English projects, students identified voice and choice as sig­ nificant factors in the effectiveness of their projects (Davis, 1998). This choice is important because it provides opportunities tor students to develop self-directed learning skills (Blumberg, 1998; van den Heuk, Wolfhagen, Dolmans, and van der VIeuten, 1998). Rather than sitting passively listening to a teacher's presenta­ tion, students involved in projects are constantly asking themselves questions such as: • • • • Why am I doing this? What are my goals and objectives? What do I know and need to find out? How can I present my findings to an audience? Teachers' can facilitate the development of self-directed learning by providing feedback to students as they progress through their projects. However, research on problem-based learning in medicine raises some cautionary flags (Albanese and Mitchell, 1993). Though medical students using problem-based learning became better thinkers and more adept at clinical problem solving, they also scored lower on basic science examinations and viewed themselves as less prepared in terms of basic science knowledge. The message from this research is clear and reinforces a major theme of this text. There is no otle best way to teach. Each strategy or approach has both strengths and weaknesses. Teachers need to have a clear vision of the overall goals in their curriculum and use different approaches to teaching strategically. If the goal is basic content acquisition, other strategies such as lecture discussion and direct in­ struction may be more appropriate. If, instead, teachers want to develop students' self­ direct learning and thinking skills, problem-based learning may be valuable. This concludes our discussion of project-based learning. In the next section we dis­ cuss problem solving, a second form ofproblem-based instruction. PROBLEM SOLVING • You're a sixth-grade middle school teacher, and many of your students come to class without their books, pencils, and other materials. • You're planning on meeting some friends for dinner at a new restaurant, but you don't know how to get there, and your friends have already left. • You're involved in a personal relationship with someone, but the relationship isn't as satisfying as you had originally hoped. What do these examples have in common? While different in their orientation, each is a problem. A problem exists when you're in a state different from a desired state, and there's some uncertainty about reaching the desired state (Bransford and Stein, 1984). To solve a problem, we must figure out how to move from the state we're in to the desired state. Let's see what problem solving looks like in the classroom. Laura Hunter, a fifth-grade teacher at Bennion Elementary, is trying to teach her students about area by involving them in a problem-solving lesson. The class has been introduced to the concepts of perimeter and area but is still struggling with them. k4e PROBLEM·BASED INSTRUCTION. 337 Identify the problem • • • • Represent the problem lop md ra­ Select a strategy Carry out the strategy Evaluate results r~ {O.Z Problem-Solving Model ary sed liso lin "Ces lCh Tall the In­ ~lf- dis- ion, and olve ate. Laura begins by posing the following problem: "The principal is planning to recarpet the classroom and needs to know how much carpeting to order." The complexity of the problem is increased by the fact that the room is irregularly shaped and that the linoleum part of the room, which is on the outside perimeter of the room under the computers, will not be carpeted. To help students in their problem solving, Laura displays an overhead with the five­ step problem-solving model shown in Figure 10.2. Breaking students into groups of four, she has each group identify what the problem is. After reporting back to the whole class, each group is then responsible for measuring a different part of the room with rulers, yard­ sticks, and tape measures. They report back to a group that is coordinating measurements and constructing a diagram of the whole room. Laura then asks each group to select a strategy to find the carpeted area of the room. As the different groups work on doing this, two strategies emerge. One is to find the total area of the room and subtract out the linoleum or noncarpeted parts of the room. The other is to compute the area of a rectangle within the carpeted area and then add on additional. irregularly shaped carpeted sections. As students discuss their strategies, they use the diagram they generated and hand-held computers to find the area. After selecting and implementing their strategies, the groups report back to the whole class. The class discusses not only the different problem-solving strategies but also interper­ sonal problems within the groups. In evaluating their results, the class finds that the answers generated by the different groups differ and the class discusses why. Laura asks for suggestions about ways to make the answers more accurate and students suggest starting with common numbers and using the same strategies. (adapted from Eggen and Kauchak, 2001, pp. 309-311) How was this an example of problem solving? The state Laura's students were in was not knowing how much carpet was needed to carpet the room, and the desired state was determining that amount. Her instruction at one level was aimed at helping them figure out how to move to the desired state. At another level it was designed to 338 • CHAPTE RIO www.ablongman.com/kauchak4e help students become better problem solvers. In our other cases, the desired states are students bringing their materials, knowing how to get to the restaurant, and being in a satisfying relationship. From these examples we see that problem solving is actually much broader than the way it is typically presented in schools. Problems like the ones Laura's students were studying are common, but in the past we probably haven't thought of not knowing how to get to a restaurant, for example, as a problem. Adopting a more general view ofproblem solving helps us see that problems and how to solve them are very real parts of our everyday lives. The hope is that the problem­ solving strategies that students learn in schools will transfer over into other dimensions of their lives. We examine these strategies later in this section when we discuss a general problem solving model. Well~Defined and Ill-Defined Problems All too often in classrooms students are given problems where the solution method is quite clear. This is unfortunate because it robs students of the opportunity to wrestle with problems that are more like the ones we encounter in real life. Problem-solving ex­ perts commonly distinguish well-defined from ill-defined problems (Eysenck and Keane, 1990). A ~ll-defined problern has only one correct solution and a certain method forfinding it, whereas an ill-defined problem has more than one solution and nogenerally agreed upon strategy for reaChing it (Dunkle, Schraw, and Bendixon, 1995; Orrnrod, 1999). Getting our students to bring their materials, finding a route to the restaurant, and being in an unsatisfactory relationship are all ill-defined problems. For example, in terms of the last problem, we want to be in one that is satisfying, but we're often not sure what "satisfying" means, and even if we did know, how to get there is uncertain. The distinction between a well-defined and ill-defined problem often depends on the learners themselves. As an example, let's look again at Laura's lesson. Finding the amount of carpeting necessary appears to be well defined, and for an expert, it is: Sim­ ply determine the total area of the floor, and subtract the area covered by linoleum. Only one answer exists, and the solution is straightforward. For Laura's students, how­ ever, the problem was ill defined. Their understanding of the goal wasn't clear, some of them were uncertain about the difference between area and perimeter (as an interview after the lesson revealed), and they used a variety of strategies to reach the goal. There are several advantages to using ill-defined problems in the classroom. The first is that they are more similar to problems learners encounter in the real world, so they provide practice in dealing with these realistic, everyday problems. Because they are more open ended, they can also be more motivating, encouraging students to be more creative in their solutions. A Problem-Solving Model Over the last 40 years or more, experts have tried to develop approaches to problem solving that can be applied in a variety of situations. One result of these efforts is the five-step problem solving model illustrated in Figure 10.2 and discussed here (Bransford and Stein, 1984). 4e PROBLEM-BASED INSTRUCTION. Identifying the Problem. On the surface, it appears that identifying the problem should be simple. However, particularly with ill-defined problems and novice problem solvers, identifying the problem is one of the most demanding aspects of problem solving (Hayes, 1988). Let's look at a classroom example: rre 1 a be 'w Question: There are 26 sheep and IO goats on a ship. Howald is the captain? IW Amazingly, in one study, 75 percent of the second graders who were asked this question answered 36 (cited in Prawat, 1989)! Obviously, they had difficulty understanding what the problem was asking. Obstacles to identifying problems effectively include: n­ ns :al • Lack of experience with the process • Lack of domain-specific knowledge • The tendency to rush toward a solution before the problem has been clearly defined • The tendency to think convergently (Bruning et al., 1999) is tie xW IOd fly }). [1g of tat in le [1­ n. \'­ of 'w le 50 re re m le rd 339 • Let's see how these obstacles operate in a problem involving classroom teaching. Paula Waites, a second-year teacher, is having classroom management problems. Her stu­ dents are inattentive and disruptive, and in spite of clearly stated rules and an effort to en­ force them consistently, the behaviors persist. "I'm not sure what to do," Paula confided to her friend, Linda, an eight-year veteran. "l know that I'm supposed to be consistent. and I'm trying. I told them that I mean busi­ ness, and I've written several referrals during the last week, but it isn't helping that much. ) guess I'll just have to get tougher, but I hate coming down on them all the time. I've thought and thought about it, and that's alII can come up with." "I'm not sure," Linda responded, "but maybe you ought to try something a little different." "l don't know what you mean." "Maybe try working up a few really nifty activities, even if it takes some extra work. If the kids like them, maybe they'll behave better.... Whenever my kids are acting up, the first thing I ask myself is if I'm doing a good job of teaching. I mean, that isn't always the case, but it's often a factor in their behavior." "Gee, ) guess I never actually thought about approaching it that way. ) admit that most of what) do is sort of lead discussions about what they've read, or were supposed to read in the book." A week later Paula reported that she had been working very hard, but that her stu­ dents were behaving much better. (Eggen and Kauchak, 200 I; p. 327) Paula encountered two related obstacles when she tried to solve her management problem. The first was lack of experience in thinking about teaching problems; the sec­ ond was a lack of domain-specific knowledge about management and motivation. She also thought convergently, rushing to the conclusion that her students' lack of attention was the result of something in the students rather than something that she was respon­ sible for. Fortunately for Paula, her experienced friend, Linda, was able to help her re­ define the problem in a more productive manner. 340 • CHAPTER 10 www.ablongman.comlkauchak4e Even though she was working with a somewhat well-defined problem, Laura at­ tempted to give her students some practice in problem finding by beginning with the general problem of carpeting. She did this by asking students in small groups to think about the problem. Let's see how she did this. After the students worked together for several minutes, Laura had each of the groups re­ port their results to the class. "Fred, what did your team decide you were supposed to do?" Laura began. "Measure the area." "Okay. Grant, can you give me some more details?" "We decided we should measure the perimeter around and about 2 feet from the computers and the linoleum and measure all around." 'T m writing, 'Remember the linoleum: so you remember to go through that process," Laura noted, writing on the overhead. "Okay, have we identified all the parts of the problem? . .. Paige, do you want to add anything?" 'Ahh ... we could make a drawing of the outside of the room. Like on the graph paper like we did yesterday. Write the measurements on the side," Paige continued. "Okay, outside measurements," Laura repeated as she wrote down what Paige said. "Okay, who else? ... Jamison?" "We decided we had to get the perimeter before we could get the area. Everything else is the same." "Okay," Laura commented, "so now we know what the problem is." (Eggen and Kauchak, 200 I, pp. 309-310) Mter further discussion, Laura's students concluded that this was an area problem, al­ -lowing them to connect it to what they had been studying previously. In the real world, the process of identifying the problem can be the most important factor leading to a workable solution. Representing the Problem. After the problem has been identified, the next step for stu­ dents is to represent it in a meaningful way. This can be as simple as merely thinking about the problem, to as complex as using drawings, graphs, or tables to represent the problem. The limited amount of information we can hold in our conscious memory is one obsta­ cle that all problem solvers face. Putting as much information as possible on paper helps reduce the amount we must remember. Concrete examples and drawings are particularly helpful, because they help us rethink the problem and perhaps use analogies as a strategy. Using something visual can be helpful because the load on our memory is reduced and the problem becomes linked to learners' backgrounds (Lovett and Anderson, 1994). Laura helped her students represent the problem. when she encouraged students to measure the room and construct a diagram of it that they could use in their subsequent problem solving efforts. This helped them focus on important aspects of the problem like the size and shape of the linoleum while ignoring other irrelevant aspects of the room, such as the windows and chairs. Selecting a Strategy. Having identified and represented the problem, a strategy for solv­ ing needs to be selected. In solving more well-defined problems, an algorithm, or spec­ ak4e L at­ the link PROBLEM-BASED INSTRUCTION. 341 ified set of steps for solving problems, can be applied. When we solve algebraic equations, multiply whole numbers, or add fractions with unlike denominators, we are using algo­ rithms. One algorithm that Laura's students used was "length times width equals area." However, her students had to modify this by adapting it to the irregularly shaped room they were working with. Implementing the Strategy. Implementing the strategy is the fourth step in the process. Successful implementation depends on how clearly the problem has been defined and represented. If learners have trouble implementing a strategy, they need to go back to the earlier steps. Evaluating the Results. Evaluating results, the final step in problem solving, is often very difficult for learners. We've all heard teachers complain that their students, partic­ ularly in solving math problems, all too often write down answers whether or not they make sense. For example, One boy, quite a good student, was working on the problem, "If you have six jugs, and you want to put two-thirds of a pint of lemonade into each jug, how much lemonade will you need?" His answer was 18 pints. I [Holt] said, "How much in each jug?" "Two-thirds of a pint." I said, "Is that more or less than a pint?" "Less." I said, "How many jugs are there?" "Six." I said, "But that doesn't make any sense." He shrugged his shoulders and said, "Well. that's the way the system worked out." (Holt, 1964, p. 18) . al­ irld, to a stu­ iout .em, lSta­ ielps larly egy. and to lent is ~em .the olv­ '['fc- Getting an answer, regardless of whether or not it makes sense, is typically students' goal. Young children, in particular, have trouble at this stage, wanting to rush through, find an answer, and get on to the next problem to finish the assignment (Schunk, 1994) . When students learn to evaluate their results, their problem-solving abilities greatly improve (L. Baker, 1989; Zimmerman, 1990). Teachers can help in this process, partic­ ularly in math, by having students estimate answers before they begin. Estimates require thought, and when answers and estimates are far apart, questions are raised. The habit of estimating is an important disposition that teachers should try to help students develop. Helping Learners Become Better Problem Solvers Within the framework of this general problem-solving model, what specifically can teachers do to help learners become better problem solvers? Concrete suggestions are included in Figure 10.3 and discussed in the sections that follow (adapted from Eggen and Kauchak, 2001). Present Problems in Meaningful Contexts. In looking at Laura's lesson again, we see she attempted to set the stage for area problems involving irregularly shaped figures by be­ ginning with a carpeting problem involving her own classroom. Placing problems in concrete contexts such as this improves problem-solving ability by helping students see how problems relate to their own personal experience and background knowledge (Mayer, 1992). Present a variety ofExamples. We saw in Chapter 8 how critical examples are for learn­ ing concepts, generalizations, principles, and academic rules, and it is true for problem 342 • www.ablongman.com/kauchak4e CHAPTER 10 Provide scaffolding for beginning problem solvers _________________ .·~_.& !WR WO ~B "~-rMtmr-jUf_w &liP r~ 10..3 Helping Students Become Better Problem Solvers solving as well. We will see in our discussion of heuristics that experience is important for developing problem-solving expertise, and another way of acquiring experience is to solve a wide variety of examples embedded in meaningful contexts (Reed, Willis, and Guarino, 1994). To develop expertise, Laura's students need to solve a variety of addi­ tional area problems. Discuss Problems in Detail. One of the most common weaknesses in problem solving, particularly in math and science, is students don'tget enough practice in talkingaboutthe prob­ lems they are attempting to solve. Wrestling with problem-related ideas and trying to put them into words are absolutely critical activities if students are to become better prob­ lem solvers. We all have difficulty in expressing our thoughts and ideas; this ability, as with most others, improves with practice. In our earlier discussion of constructivism, we saw that social interaction con­ tributes to understanding. In the case of problem solving, research suggests that having students discuss problems in detail during problem-solving activities increases their un­ derstanding of the problem (Perry et al., 1993; Stern, 1993). Laura implemented this re­ search by having the students work in groups as they progressed through each of the problem-solving steps. Giving students a chance to dialogue, being patient as they strug­ gle to express themselves, and holding back the tendency to provide more support than necessary all contribute to students' developing understanding. Provide Scaffolding for Beginning Problem Solvers. We will discuss the concept of scq[ foldi.ng in Chapter 11 when we discuss Vygotsky's work, and we will see that expert teachers provide only enough scaffolding to help their students progress and keep them on track. With problem solving, scaffolding is the support teachers provide as beginners attempt to solve specific problems. Scaffolding is often misinterpreted, however, to suggest that teachers explain a so­ lution while learners watch passively and then attempt it on their own, much as skills have been taught in the past. Effective scaffolding provides only enough support so that learners make progress on their own. As we will see in Chapter 11, a painter's scaffold supports the painter, but the painter does the painting; the teacher provides support, but PROBLEM-BASED INSTRUCTION. ant ,to md di­ ng, rob­ put ob­ ,o, as on­ l.ng un­ ,re­ the ug­ han 343 the learner solves the problem. A major way that teachers help students learn to prob­ lem solve is through analyzing worked examples. In typical problem-solving instruction, teachers usually display one or more prob­ lems, model solutions to them, and then have students try to solve them on their own. Students tend to memorize the steps involved, often with little understanding. In con­ trast, analyzing problems, discussing them in detail, and then relating solutions to them makes the entire process much more meaningful. Laura did this in her lesson through interactive questioning that encouraged students to compare similarities and differences in the various ways students solved the problem. Research supports analyzing problem solving through worked examples; students using worked examples required less assistance from the teacher, developed more accu­ rate solutions, and required less time than students involved in traditional instruction (Carroll, 1994). They even outperformed students receiving individualized instruction. In addition, using worked examples increases transfer and provides an understanding of the broader principles involved in the problem (Reed et al., 1994). The combination of the worked examples with discussion, as Laura did in her lesson, promotes the most learning. Worked examples provide representations; the discussion makes the representations and the solution meaningful for students (Atkinson et al., 2000). Teadi General Problem-Solving Strategies. When we teach students to problem solve, we not only want them to learn how to solve the specific problems we're focusing on, we also want them to become better problem solvers in general. Emphasis on broader problem­ solving strategies can increase problem-solving abilities by helping students understand the logic and utility of the processes they are using (Mayer, 1992; Resnick, 1987). Heuristics are general, widely applicable problem solving strategies that can be helpful (Mayer, 1992). Some common heuristics are outlined in Table 10.2. Each of the heuristics in Table 10.2 has advantages. Since experience is one of the most important factors in acquiring problem-solving expertise, trial and error, al­ though inefficient, is valuable for beginning problem solvers. Since ambiguous desired states are characteristic of ill-defined problems, means-ends analysis helps people de­ termine what the problem actually is, i.e., identify the problem. Working backward 7Jte- 10.Z HEURISTICS USED FOR PROBLEM SOLVING Heuristic Description Trial and error Otten used with unfamiliar problems, it amounts to picking a solution and seeing how it works. It can be valuable for giving learners experience with new problems. ners Means-ends analysis Effective for ill-defined problems, it involves breaking the problem into subgoals and working successively on each. ' l so­ ;kills that lIold , but Working backward Effective in cases where parameters are known, such as what time a class or meeting starts and how far away you are. Drawing analogies An attempt to attack unfamiliar problems, it compares them to familiar ones that have already been solved (Mayer, 1992). sca} pert lem 344 • CHAPTER 10 www.ablongman.comlkauchak4e can also be effective for well-defined problems that lack algorithms. If you know that you can spend $450 a month for rent, for example, working backward can help you make decisions about amenities and whether or not you'll need to look for a room­ mate. Finally, drawing analogies can be helpful for learners with experience in related problems. Teachers can teach these strategies through modeling and thinkalouds, much as they do with other cognitive skills. Teachers can help students think in terms of general strategies by teaching the strat­ egy and reminding students of the steps in the process. Laura did this by displaying the problem-solving model in an overhead and referring to it continuously during her les­ son. The goal in teaching general problem-solving strategies is to help students develop the inclination to identify problems clearly, check to see if the strategies they choose will solve it, try to represent it visually, and evaluate their results. Teachers can also help students develop these inclinations through questioning. For example, as students attempt to solve problems, the teacher can ask questions such as the following to help students develop an awareness of the process: What (exactly) are you doing? (Can you describe it precisely?) Why are you doing it? (How does it fit into the solution?) How does it help you? (What will you do with the outcome when you obtain it?) (Schoenfield, 1989, p. 98) Anchored Instruction: Technology as a Tool to Teach Problem Solving One of the dilemmas teachers encounter when we try to teach our students how to problem solve is the difficulty of constructing realistic, complex problems for students to wrestle with. All too often when students encounter word problems in math, for exam­ ple, the goal is clear, only those numbers needed to solve are included, and even the type of computation needed to solve the problem is suggested by the problem's placement in a particular chapter (Cognition and Technology Group at Vanderbilt, 1992). Unfortu­ nately, these aren't the kind of problems most people encounter in their everyday lives. Real-life problems are messier and more complicated, with a number of viable routes providing alternate solutions. Technology provides one way to teach students how to solve these kinds of problems. For example, Jasper has just purchased a new boat and is planning to drive it home. The boat consumes 5 gallons of fuel per hour and travels at 8 mph. The gas tank holds 12 gallons of gas. The boat is currently located at mile marker 156. Jasper's home dock is at mile marker 132. There are two gas stations on the way home. One is at mile marker 140.3 and the other is at mile marker 133. They charge $1.10 and $1.25 per gallon, respectively. They don't take credit cards. Jasper started the day with $20. He bought 5 gallons of gas at $1.25 per gallon (not including a discount of 4 cents per gallon for paying cash) and paid $8.25 for repairs to his boat. It's 2:35. Sundown is at 7:52. Can Jasper make it home before sunset without running out of fuel? (Williams, Bareiss, and Reiser, 1996, p. 2) PROBLEM,BASED INSTRUCTION. .t Ll d h t­ ie s­ >p ill or he to ts to :am­ type Iltin This problem is part of a videodisc-based series called The Adventures ofJasper VIIood­ bury designed to promote problem solving, reasoning, and effective communication, Each segment begins with a 15- or 20-minute adventure or story. The fuel problem de­ scribed is actually a condensed version; the actual problem contains much more detail, including both relevant and irrelevant data that students must sift through for its rele­ vance and value, At the end of each story the character or characters are faced with a challenge or problem that serves as the problem. The problem is purposefully left open ended to provide opportunities for students to define, represent, and solve complex real-life problems, Each problem in the series has a number of viable solutions; each solution has both pros and cons. Students are encouraged to work in groups discussing and comparing their individual problem­ solving strategies with other students. Each problem is designed to be solved in three or four days or more. The fact that the video is contained in a hypermedia computer program allows students to return to problem segments to extract data or reaffirm facts. The creators of the Jasper Series call this problem-based approach to instruction an­ chored instruction. The anchor is the rich, interesting problem situation that provides a focus or reason for setting goals, planning, and using mathematical tools to solve prob­ lems. The goal of anchored instruction is to develop knowledge that is useful and flex­ ible and that can be used to solve other problems. The creators of the program claim that the research on the series has been positive. They report that middle school students using the Jasper series did as well as controls on basic math concepts but performed better on math verbal problems, were better at plan­ ning for problem solving and generating subgoals, and had more positive attitudes toward math (Cognition and Technology Group at Vanderbilt, 1992). The also cite teachers' comments to support their findings: "The kids would go home so excited and [the parents would say] 'I've got to find out about this Jasper. It is all my kid talks about ... ' " v irtu­ lives. )Utes w to 345 and "If you have any way of getting to my kids in high school, you'll find that they re­ member those four Jasper episodes. They may not remember anything else we did worked that year but they'll remember ... those episodes because it did hit them and make an impact on them this tear." (Cognition and Technology Group at Vanderbilt, 1992,p.307) \ More recent development efforts in- this series attempt to make the problem­ solving process more open ended by involving students in design problems. For exam­ ple, in one problem called Blueprintfir Suetess students apply geometry concepts in the design of a playground (Williams, Bareiss, and Reiser, 1996). Within physical and fi­ nancial parameters established by a video, students measure lines and angles, do propor­ tional reasoning, and create and read scale drawings. For additional information about the Jasper series, consult the World Wide Web site: http://peabody.vanderbilt.edu/projects/ funded/jasper/preview/AdvJWhtml This completes our discussion of problem solving. In the next section we extend our discussion of problem-based learning as we discuss inquiry-based instruction. 346 • CHAPTER 10 www.ablongman.com/kauchak4e INQUIRY STRATEGIES Inquiry strategies, another form ~f problem-based instruction, actively involve students in learning activities desiyned to answer questions about how the world operates. The term inquiry probably seems somewhat distant from our everyday living, but that's not true. It is, in fact, very much a part of our lives. The question of how much high-cholesterol food is too much and how much exercise is required to provide aerobic benefit are inquiry problems. The conclusion that secondhand smoke is potentially harmful is the result of an inquiry investigation, and the now common ban on smoking in public places is an outcome of these results. Many other examples exist. Congressional investigations, probes into alleged wrong­ doing, and attempts to explain catastrophes such as airline crashes are all inquiry prob­ lems. The research studies cited throughout this text are all based on inquiry problems, which have attempted to answer questions such as, "Why do students in one kind of classroom learn more than those in another?" Inquiry also occurs on a more personal level. An owner who compares her auto's gas mileage when she burns 85 octane gasoline to burning 91 octane is conducting an inquiry investigation. Involving students in inquiry is an effective way to teach content, increase motiva­ tion, and help students develop their analytical thinking skills. Let's see how this can happen in the classroom. Carlos Sanchez, a high school health teacher, is involved in a unit on drugs and drug use with his health students. In the process they've discussed how drugs influence the nervous system, the dangers of addictive drugs, and the possible overuse of prescription drugs, and now they have turned to over-the-counter medications. "My dad takes two aspirin every night before he goes to bed," Jacinta offers during the discussion. "Do you think that's bad for him?" "What kind of aspirin?" Jamie wondered out loud. u • • • I dunno ... I guess ... Bayer.... Actually, yes, he makes jokes that Bayer is the best." "Mr. Sanchez, is Bayer really the best?" asked Jacinta. "That's an interesting idea," Carlos interjects. "Do we know if Bayer really is better? . .. Of course, the advertisers would have us believe that it's the only one that's any good, and way more Bayer is sold than any other brand." "My mom takes the cheapest stuff she can find," Luanne shrugged. "We went to the drug store to get a prescription, and the guy ... the prescription guy, said they're all alike." "Really interesting!" Carlos smiled. "Let's see what we can find out about as­ pirin.... Let's think about it for a few minutes. How could we get a handle on whether or not Bayer really is better than another one, like maybe Norwich? ... Go ahead and turn to the person next to you, take 3 minutes, and see if you can come up with some ways of answering that question. We'll brainstorm for a few minutes, and we'll go from there." The students talked among themselves for the brief period. Carlos called them to­ gether, and they began to share their ideas. "Go ahead, someone," Carlos encouraged. 4e in iry III I is try of an TIS, . of to'S ;an lva­ can PROBLEM-BASED INSTRUCTION. 347 " ... We thought we could check the stuff in them ... you know, look at the bottle to see if they have the same stuff in them ... if one has more stuff, maybe it's better," Nina offered. "Good idea," Carlos nodded smiling. "Who else? .. , Go ahead, Tamara." " ... We could check to see which one dissolved faster ... 'cause they talk about how fast they're supposed to work ... like if one dissolved faster than another one, maybe it works faster ... so ... maybe it's better." 'Also very good thinking," Carlos smiled, pleased with the responses. "We could see which one made the pain go away faster," Jack added. "That's also a good thought, Jack," Carlos responded. "We'll have to keep that one in mind to see how we might get at that information." " Maybe we could ask some people ... You know like Luanne said her drug per' son the pharmacist said they're all alike. Maybe we should ask a bunch of people and see what they say." "That's excellent." Carlos shook his head and smiled. "That's really excellent thinking.... These are all good hypotheses-or best guesses about how to answer our questions. Let's go to work on them." They decided, with some guidance from Carlos, that they wouldn't try to answer the question about which aspirin brand made the pain go away faster until they had gathered some information about the other questions. With some additional guidance, the class organized themselves into teams, and the teams set out to gather information. They agreed that they would bring in at least three dif­ ferent brands of aspirin, check the ingredients, conduct experiments to see which brand dissolved fastest, and interview their parents and pharmacists to gather their opinions. Since this was Wednesday, the class agreed that they would have their interviews completed by the following Monday. They would gather their samples of aspirin by Friday and collect the rest of their data then. Let's stop here and consider what Carlos did with his class. First, we see that his learning activity was a form of problem solving. The students were in a state (not knowing which aspirin was better) different from a desired state (knowing), and they had to devise a solution to move from the present to the desired state. We also see that they were dealing with an ill-defined problem, since the notion of "better" is some­ what ambiguous. The learning activity differed from typical problem solving, however, in that the so­ lution to the problem involved gathering factual information, which would be used to answer a specific question. The specificity of the question and the extent to which data­ gathering procedures are closely linked to the question distinguish inquiry from looser, more unstructured project-based learning. This attempt to answer a question through specific data-gathering procedures is the essence of an inquiry investigation. Inquiry is a process that gathers facts and observations and uses them to answer questions. Inquiry is par­ ticularly valuable for giving students practice in defining informational questions, gath­ ering data to solve those questions, and developing their abilities to analyze and evaluate data. The basic steps in the inquiry process are outlined in Figure 10.4 and discussed in the sections that follow. 348 • CHAPTER 10 www.ablongman.corrv'kauchak4e Identifying a question -1~ 10. Lf Steps in the Inquiry Process Identifying a Question The inquiry process begins by asking or identifying a question. The question for Car­ los's students was determining which kind of aspirin is the best, or determining ifBayer is really better than other brands. In many cases involving inquiry problems, an operational definition, or a dcjini­ tion used for thepurpose of the investigation, is required. Carlos's students, for example, were operationally defining better as "dissolves faster," "has more effective ingredients," and "is endorsed by more people:' Operational definitions are also very much a part of our lives. For example, .1 per­ cent blood alcohol level has been operationally defined in many states as the safe driving maximum. (In 1995 it was redefined in some states as .08 percent, which illustrates the fact that operational definitions are not absolute.) Borderline high blood pressure is op­ erationally defined as 140 (systolic) over 90 (diastolic). Technically, death is operationally defined as absence of brain wave activity. If it were absolute or cut and dried, contro­ versies about the removal of life support systems wouldn't exist. One of the benefits of inquiry activities is providing students experience in wrestling with operational defini­ tions and how they work in our everyday lives. For the teacher, the first step in planning for inquiry activities involves framing the content you would normally teach in ways that will allow students to gather and ana­ lyze data. Some examples ofpossible inquiry questions are offered in Table 10.3. Forming Hypotheses Once a question has been posed and analyzed, the class is ready to try to answer or ad­ dress it. In framing the question in ways that information can be gathered to answer it, students are involved in the process of hypothesizing. An hypothesis is a tentative solu­ tion to a problem that can beconfirmed withfacts orobservations. While Carlos's students didn't formally state hypotheses, they offered implicit hypotheses to their question with com­ PROBLE.'1·BASED .'5-:- •. _:- _ • • 349 ~ 10.3 INQUIRY PROBLEMS IN DIFFERENT CONTENT AREAS :ar­ Content Area Possible Question English/Language arts What factors influence the content of authors' works? Science How is plant growth affected by sunlight, water, or type of soil? Social studies What are the primary causes of wars and conflicts? Building technology What type of building material is best for different structures? Health What combinations of exercises is most effective for developing cardiovascular fitness? ments such as, cc • • • We thought we could check the stuff in them ... you know, look at the bottle to see if they have the same stuff in them ... if one has more stuff, maybe it's better," and " ... like if one dissolved faster than another one, maybe it works faster ... so ... maybe it's better." They were tacitly hypothesizing that aspirin with more ingredients is better, as is aspirin that dissolves faster. Carlos moved the process for­ ward by introducing the term hypothesis and defining it as a "best guess about how to an­ swer our questions." rver (in i­ .ere 1"is per­ ving ; the op­ rully Itro­ its of :fini­ gthe ana­ rr ad­ rer it, . 501u­ didn't com­ Gathering Data Gathering data follows directly from the hypotheses generated. While seemingly straightforward, it requires guidance and direction from the teacher. To see how this works, let's return to Carlos's class and focus on one of the groups. The students brought their aspirin samples to class on Friday and began their work in groups. First they wrote down the ingredients for each brand and then tried to measure how fast the samples dissolved. "How are we going to do this?" Andrea wondered out loud to David and Lenita. " ... How about we drop them at the same time into the water, and watch them?" David suggested. " ... Good idea," Lenita confirmed. The students poured some water from the tap into two plastic drink cups and dropped a Bayer in one and a Norwich in the second one. "Sheesh, its hard to teli when it's dissolved," David noted after a few minutes. Carlos, who had been watching the students' progress. stopped by the group and said, "Let's think about this for a minute. Look in the cups. What do you notice there?" " ... The ... aspirins are ... dissolved," Lenita said tentatively. "Okay, and what else?" "It was hard to tell," Andrea added. "All right. ... Anything else?" "Look at the amount of water. " 'Ahh." Lenita nodded with realization. "They're different." 350 • CHAPTER J 0 www.ablongman.com/kauchak4e "Dumb," David shrugged. "Not at all." Carlos countered. "This is why we're doing this activity. See what you're learning from it? What do you notice about the aspirin in these two glasses, Lenita?" "It looks like the aspirin in the glass with more water dissolved faster." "Good, so what are two possible explanations for what happened? Andrea, give me one." "This kind of aspirin (pointing to the one glass) dissolves faster." "What's another one, David?" "Hrnrn ... or more water makes aspirin dissolve faster?" "Now, what might you do?" "Do it again and keep the amount of water the same," Andrea replied after some thought. "Sure," Carlos encouraged. "And, as long as we're at it ... what might you do about the fact that it's hard to tell when the aspirins are dissolved?" With some additional prompting, the students concluded that they would conduct several trials and could aver­ age the times to get the most accurate reading possible. Carlos continued to move from group to group. Finally, as the period neared a close, he directed, "Turn in all your results to me on Monday just before school, and I'll have them on the board when our class begins.... Don't forget, just before school on Monday." From this episode, we see that teacher monitoring and appropriate intervention are important. Carlos watched the students as they worked, and he waited to intervene until they had considered the process and conducted a trial on their own. Had he in­ tervened sooner, the opportuniry and responsibiliry of doing their own thinking would have been taken away from them. In doing this, he demonstrated the essence of effec­ tive scaffolding. As students acquire experience-with the teacher providing appropriate support­ much can be learned about gathering accurate information. Andrea, David, and Lenita, for example, learned about controlling variables, conducting several trials to increase re­ liabiliry, and averaging to summarize the information. Perhaps even more important than the actual results of the investigation, Carlos's students learned a great deal about the methods scientists use to gather and verify infonnation. Many curriculum experts believe that experiencing these logical methods are among the most important goals in the classroom (Osborne, 1996). Assessing Hypotheses To examine this part of the process, let's look once more at Carlos's work with his stu­ dents as he begins his class on Monday. After completing his routines, he moved to the front of the room and said, "Now, every­ one, we've had a lot of fun with this activity, but now we're at what is really the most im­ portant part of the whole process .... Just getting the information is one thing, but figuring out what it means is another. We're going to really learn a lot here today, so I want you to all be alert and think carefully about what we're doing." :4e ion ene In­ iuld fec­ rt­ .iita, ~ re­ rant iout ierts is in stu- PROBLEM-BASED INSTRUCTION. He then turned to the board, where the ingredients for each brand were written, ta­ bles of dissolving times were displayed, and people's opinions were tallied. "Let's see what we think all this means," Carlos directed. "What do you notice about the results?" " ... The ingredients are the same," Joanne observed. "Not quite," Jeff countered. "Well, I guess they're almost the same." "For the most part," Joanne confirmed. "What do the rest of you think?" Carlos queried. The students discussed the ingredi­ ents for a few more minutes, concluded that essential ingredients were virtually the same, and decided that they couldn't conclude that one was better than another on the basis of the ingredients. They then turned to the dissolving rates. "Norwich dissolves faster than Bayer," Leroy offered. "Not always," Kevin interjected. "Its average is lower." "True." Again the class discussed the results. In the process, Dana wondered, "Because it dis­ solves faster, does that make it better?" "Good point," Carlos smiled. " Yeah, but they advertise that it helps you fast. It has to dissolve to do that doesn't it? ... Sure it does .... a whole aspirin can't go into your bloodstream," Monica offered. To chuckles from the class, Carlos wondered, "What do you think of Monica's argument?" After a couple more minutes of discussion, Brad concluded with finality, " ... It doesn't make sense to me, that dissolving slower ... is better, since they tell us that ... fast is good." The class then turned to the opinion poll they had gathered, discussing the results in much the same way as they had done with the ingredients and dissolving times, and in the process they tentatively concluded that all aspirin are essentially the same. "Now, we've tentatively concluded that all aspirin seem to be about the same," Carlos said, changing the direction of the discussion. "What does that suggest to us about other products, or does it suggest anything to us? What about McDonald's, Wendy's, and Burger King? Are they all the same? How about toothpaste ... different brands of orange juice, milk ... or even cars? Are there any conclusions that we can draw?" The students offered a number of comments and, with Carlos's guidance, concluded that before they could make any sweeping conclusions they would have to know some things, such as: Are all the ingredients the same in different brands of toothpaste, for exam­ ple, and are different cars equipped similarly?They also agreed to consider the opinion of "experts," such as Consumers Report. "Before our time is all gone, I'd like us to think a little about what we did and why. How did we get started on this problem? Who remembers? Antonio?" 'Jacinta asked if Bayer was really the best." "Good memory, Antonio. That's correct. Our inquiry started with a question. Then we had some tentative ideas or guesses. Who remembers what we call these tentative ideas? Shanda?" "Hypotheses?" 351 352 • CHAPTER 10 www.ablongman.eom/kauehak4e "Pine, Shanda. Hypotheses are our best guesses about how the world works. And why was it important to use the same amount of water when we were trying to discover which kind of aspirin dissolved the quickest?" Just then the bell rang. Carlos dismissed his class with a smile and, "Let's stop here. Good work, class. See you tomorrow." The process of assessing hypotheses is arguably the most valuable part of inquiry lessons, and, as we saw in our earlier discussion of problem solving, social interaction and discussion are critical at this point. From their discussion Carlos's students acquired experience in several important aspects of the process. Among them were: • Examining issues of reliability. For example, to what extent were the methods they used to measure dissolving rates reliable? • Considering the appropriateness of peoples' opinions-and particularly the opinions of experts-in making conclusions about hypotheses. • Using evidence (versus opinions, feelings, beliefs, or intuition) as a basis for forming conclusions. • Developing tolerance for problems, questions, and issues that are somewhat ambiguous. These are important life skills that arguably may contribute more to learners' educations than the content they learn. Generalizing That next step in an inquiry activity involves considering the generalizability of the re­ sults. Carlos initiated this discussion when he asked, "What does that suggest to us about other products, or does it suggest anything to us? What about McDonald's, Wendy's, and Burger King? Are they all the same? ... Are there any conclusions that we can draw?" In addition to assessing the results themselves, analyzing conclusions to see if they can be generalized to other situations is an important higher-order thinking skill. Analyzing the Inquiry Process In the final stage of the inquiry model, the teacher asks students to analyze and reflect upon the inquiry process. Carlos Sanchez initiated this stage when he said, "Before our time is all gone, I'd like us to think a little about what we did and why." In response to this request, students identified how inquiry began and how hypotheses guided the in­ quiry process. By talking about inquiry processes in the context of lessons, teachers make abstract ideas become real and help students see how inquiry plays out in real life. Problem-Based Learning. Problem-based learning refers to a family of teaching strategies that use a problem or question as a focal point for student learning. They are designed to help students become self-directed learners as well as teach critical thinking skills and content. They are based on the philosophical foundations ofJohn Dewey as well as the psychological underpinnings of constructivism. PROBLEM-BASED INSTRUCTION. 353 Project-Based Learning. Project-based learning is an open-ended form of problem­ based learning that allows students to investigate a question that is meaningful to them. Following the introduction of a question or problem, students work in groups to gather information to address the issue. The product of their efforts is some type of exhibit that serves as the focal point for a class discussion of the issues raised and content learned. ry )n ed Problem Solving. Problems involve situations where individuals attempt to move from one state to another. Well-defined problems have clear goals and paths for reaching them, whereas ill-defined problems have vague goals without clear paths for reaching them. Teachers can help learners become better problem solvers by presenting problems in meaningful contexts, discussing problems in detail, having learners practice defining problems, and scaffolding beginning problem solvers. Analyzing worked examples is one effective form of scaffolding. Inquiry Strategies. Inquiry strategies give learners practice in defining problems, hypo­ thesizing solutions, gathering data, and assessing hypotheses based on the data. Teachers can help students develop inquiry skills through multiple opportunities to practice them and by encouraging discussion of the process. Jill Algorithm Anchored instruction Exhibit Heuristics Hypothesis Ill-defined problem Inquiry our .se to e In­ chers J life. ching ey are nking 1Vey as Inquiry strategies Operational definition Problem Problem-based instruction Project-based learning Self-directed learning Well-defined problem As you've studied this chapter, you've seen how teachers can design and implement in­ struction to increase learners' problem-solving abilities. Please read the following case study now and consider how effectively the teacher implemented the ideas discussed in the chapter. Leon Wilson has his high school American history students involved in a discussion of the events prior to the American Revolutionary War. He wants them to see how the cost of the conflicts between the Britishand French led to taxation of the American colonists, un­ rest, and ultimately to the Revolutionary War. We join him as he begins his class. "We made a beginning yesterday in trying to understand developments that led up to the Revolutionary War. Let's take a quick look at what we discussed," he began, after the bell had signaled the beginning of class and he completed his beginning-or-class routines. "Where did we leave off? . .. Juan?" 354 • vvww.ablongman.com/kauchak4e CHAPTER 10 "... We started discussing how the French went into Canada and ... the British. came here," Juan responded. "Yes, good, Juan," Leon commented. 'And what did we find out? Alberta?" Alberta and a number of other students then described a series of events and their dates, such as Champlain creating Quebec City in 1608, and the fact that a number of cities, such as Detroit, St. Louis, New Orleans, and Des Moines were started by France-s-origi­ nally because of the fur traders, and forts were built there. They also noted that the British were originally east of the Appalachian Mountains, but gradually moved west. They also observed that the French employed a seigniorial system, which offered set­ tlers land if they would serve in the military; they had a better relationship with Native Americans than did the British; and the Iroquois nation was more powerful than either the French or the British. As they responded, Leon wrote items of information on the board until finally they had a list: FRENCH BRITISH CONFLICTS Quebec 1608 Fur traders Hudson Bay to Gulf of Mexico Forts on Ohio­ Mississippi Valley Influenced waned after 1763 80,000 population Wars incredibly costly Related well to native Americans Native Americans hurt by smallpox Seigniorial system Jamestown 1607 Expanded west New York--center of trade and commerce Wars incredibly costly Colonialists taxed Administrative difficulty in colonies 1,500,000 population Powerful navy Blockaded French in old and new world KingWilliam's War (1689-97) Iroquois Nation dominant Seven Years' War (1756-63) Washington taken prisoner 1754 British naval blockades Quebec falls-l 759 Treaty of Paris~ 1763 "Now let's take a look at the information we have here," Leon continued. "Let's see if we can figure out, based on it, why some of the conflicts occurred," and he wrote on the board: Why did conflicts occur between the French and the British? "To help us get started, let's make some comparisons between the British and French." "... The British landed here ... but the French went to Canada," Andrew volunteered. "Okay," Leon responded. "What else71 haven't heard from you, Sue," smilingat her. After Sue and several others offered additional comparisons, Leon refocused the class why do you suppose the British and by saying, "Now let's think back to our question the French initiallybegan to fight in these areas 7 Sarah 7" " ... The British were sort of fenced in by the mountains, so the French could do as they pleased. Then when the Britishwent west, trouble started." 'Anyone else ... How do you respond to Sarah's idea?" After several more comments, the class generally agreed that Sarah's suggestion made sense. PROBLEM-BASED INSTRUCTION. 4 355 "Now why do you suppose the French originally were more successful than the British?What do you think? ... Dan?" "... Well ... they had that signor ... you know ... system, so they were more motivated to fight, cuz of the land and stuff" "Other thoughts? ... Bette?" "... I think that the Native Americans were part of it. The French got along better with them, so they helped the French." "Okay, but what about the British? ... What advantages did they have? Stan?" "... Well, there were more British than French. There were more than a million British, and ... well ... also, the British came because of religion, and they brought their families. So they were really motivated to fight. The French were trappers ... and you know ... like ... traders and they weren't as motivated." "Good points, everyone. So then what happened to turn the tide against the French?" "... It cost too much .... See where it says that the British blockaded the French, and the wars were terrible costly." "Very good thinking, everyone," Leon gestured and smiled. "Really good." Leon continued guiding the students' analyses of the information they had listed as well as other information they recalled, and then he extended the discussion by asking the students to consider what the world might be like today if the outcome of the war had been different. After several ideas and some disagreements, he said finally, "Now for tomorrow, I want you to consider a different question.... We know what happened in the French and Indian Wars, and we also know that the American Revolution followed in a matter of a few years. I want you to write one paragraph explaining how the French and British conflict caused, or at least contributed to, the American Revolutionary War.... Then we'll discuss them tomorrow. Be sure that you support your statements with information that we've read or discussed, just as we've been doing here in class." Questions for Analysis 1. How effectively did Leon teach problem solving in his lesson? Describe what he if e h." -ed. might have done to make it more of a problem-solving activity. 2. Describe how Leon might have planned and implemented his lesson in an inquiry format. 3. In Chapter 9 you studied discussions as a teaching strategy. How well did Leon implement the characteristics of effective discussions in his lesson? 4. What kind of content-concept, generalization, principle, or organized body of knowledge-was Leon teaching? Explain. 5. As in most classes, Leon's students had diverse backgrounds. How effectively did his lesson accommodate the background differences of his students? Explain. ass 1 as 1. What are the major advantages of problem-based learning from a teacher's per­ spective? From a student's perspective? 2. Which form of problem-based instruction-project-based learning, problem solv­ ing, or inquiry-is most valuable for the content area or teaching level you'll find yourself at? Why? 356 • CHAPTER 10 www.ablongman.com/kauchak4e 3. Why do most of the problem-solving experiences that learners have in schools in­ volve well-defined rather than ill-defined problems? What might teachers do to provide more experiences with ill-defined problems for learners? 4. Inquiry is infrequently used in schools. Why is this so? What could be done to in­ crease the amount of inquiry conducted? 5. How constructivist were Carlos Sanchez and Leon Wilson in their lessons? Which of the two was the more constructivist? Why do you think so? 6. Some critics see the current emphasis on thinking skills as a fad. Others view the development of thinking skills as antagonistic to content acquisition (e.g., the idea of cultural literacy mentioned earlier). How would you respond to these critics? 7. Most teachers agree that teaching thinking skills is important. Since this is the case, why thinking so rarely taught? List several reasons. What might be done to overcome these obstacles? 1. Project-Based Learning. Design and teach a unit based on project-based learning (or observe one taught by someone else). Analyze the unit afterwards using the fol­ lowing questions: a. Did the introductory question or problem serve as an effective focal point for students' investigative efforts? b. Were the teacher's grouping strategies effective? c. Did the teacher effectively use timelines to structure students' efforts? d. Did the teacher effectively monitor students? e. Did the learning exhibits reflect student learning? f. Did the teacher effectively use student exhibits as focal points for student learning? g. What suggestion do you have to improve the process? 2. Problem Solving. Plan and teach a problem-solving lesson (or observe one taught by someone else). Analyze the lesson afterwards using the following question. a. Was the problem well defined or ill defined? Why? b. How did the lesson encourage students to define the problem? c. How did students represent the problem? d. What type of strategies did students use to solve the problem? What heuristics were used? e. Were students encouraged to evaluate the results of their problem-solving efforts? f. What did the teacher do to help students become better problem solvers? What more could have been done? 3. Inquiry. Plan and teach an inquiry lesson (or observe one taught by someone else). Analyze and evaluate the lesson using the following questions. a. Was the question or problem well defined? b. Did students form a number of hypotheses? c. What kinds of data were gathered? d. How successful were students in assessing their hypotheses? e. Were students encouraged to generalize beyond their immediate problem? f. How could the-lesson have been improved? ak4e . mo ) in­ hich the idea :s? to -­ g (or 01­ for ming? ght by ristics efforts? ? e else). m? 1. Teacher-centered and learner-centered instruction II. Characteristics of teacher-centered instruction III. Types of teacher-centered instruction IV Direct instruction A. Procedural skills B. Direct instruction: The research base C. Goals of direct instruction D. Planning for direct instruction E. Implementing direct instruction lessons V Lecture discussions: Teacher-centered strategies for teaching organized bodies of knowledge A. Organized bodies of knowledge: Integrating facts, concepts, and generalizations B. Using lectures to teach organized bodies of knowledge C. Lecture discussions: An alternative to standard lectures D. Planning for lecture discussions E. Implementing lecture discussion lessons 358 • CHAPTER 11 www.ablongman.com/kauchak4e () n this chapter we continue our study of teaching strategies and their effect on stu­ I dent learning. In earlier chapters we focused on learner-centered approaches to in­ struction as we described teaching based on constructivist views oflearning, considered peer interaction models, and examined problem-based learning. In this chapter we turn to a detailed analysIs of teacher-centered instruction. Teacher-centered instruction has a long history in education (Cuban, 1986). Its usefulness is evidenced by its popularity and applicability to a wide range of teaching sit­ uations. In this chapter we analyze two of these applications. First we'll examine the use of direct instruction to teach concepts and skills at all grade levels, and then we'll look at ways to adapt lectures to make them meaningful for students. When you're through with your study of this chapter, you should be able to meet the following objectives: • Identify areas of the curriculum that can be taught using teacher-centered instruction. • Identify the major steps in teaching skills using direct instruction. • Explain how lecture discussion can be used to involve students in learning. • Describe different ways to organize content during lecture discussions. Sean Barnett, a first-year second-grade teacher, is working with his students in a unit on addition. With his plan on his desk, Sean began math by saying, "Okay, kids, today we are going to go a step further with our work in addition so that we'll be able to solve problems like this," displaying the following on the overhead. Jana and Patti are mends. They were saving special soda cans to get a free CD. They can get the CD ifthey save 35 cans. Jana had 15 cans and Pattihad 12. How many did they have together? After pausing briefly to give students a chance to read the problem, Sean continued. "Now, why do you think it's important to know how many Jana and Patti have 'together?" " ... So they can know how much they get, like ... so they can get their CD," Devon answered haltingly. "Sure," Sean smiled. "If they know how many they have, they'll know how close they're coming to getting their CD. If they don't, they're stuck. That's why it's important. , .. We'll come back to the problem in a minute," he continued, "but before we do, let's review. Everyone take out your counter sticks and beans and do this problem." Sean wrote the following numbers on the chalkboard and watched as students used their sticks and beans to demonstrate their answer. 8 +7 "Very good," Sean smiled as most of the students laid a stick with I 0 beans glued on it and 5 more beans on the centers of their desks. Others laid out 15 beans, and Sean showed them how they could exchange I0 of them for a stick with 10 glued on it. Sean had the students do two more problems with their counters, then said, "Let's begin by looking at our problem again." Turning on the overhead again, he said, "Everyone look up here. Good. Now what does the problem ask us? . .. Shalinda?" Jc:4e stuIn­ -red urn Its sit­ TEACHER-CENTERED INSTRUCTION. "How many ... they have together?" Shalinda responded hesitantly. "And how many does Jana have? ... Abdul?" " ... Fifteen?" "Good, Abdul. And how many does Patti have? Celinda?" "Twelve." "Okay, so let's put the problem on the chalkboard like this." Sean wrote: use 15 ook ugh +12 5: "Now I'd like everyone to show me how to make a 15 at your desk by using your sticks and beans." Sean paused as the class worked at their desks. "Does everyone's look like this?" Sean asked as he demonstrated at the flannel board. They did the same with the 12, and Sean continued, "Now, watch what I do here.... When 1add 5 and 2, what do I get? Hmrn, let me think about that ... 5 and 2 are 7. Let's put a 7 up on the chalkboard," he said as he walked to the chalkboard and addeda7. 15 +12 7 "Now show me that with your beans," and he watched as the students combined seven beans on their desks. "Now we still have to add the lOs. What do we get when we add two l Os? Hmrn, that should be easy. One 10 and one lOis two lOs. Now look where I have to put the 2 up here. It is under the lOs column because the 2 means two l Os." With that, he wrote the following on the chalkboard. 15 + 12 27 "So how many cans did Jana and Patti have together? ... Alesha?" " ... 277" "Good, Alesha. They had 27 altogether. Now with your beans, what is this 77" he asked, pointing to the 7 on the chalkboard.... Carol?" " ... It's this," she said, motioning to the seven beans on her desk. "Good. Yes, it is. It's the seven individual beans.... Now ... what is this 2? ... Je­ remy?" Sean went on, pointing to the numeral on the chalkboard. "It's ... these," Jeremy answered, holding up the two sticks with the beans glued on them. "Now we saw that 1 added the 5 and the 2 before I added the two Is. Why do you suppose I did that? ... Anyone?" "Maybe ... you have to find out how many ... ones you have to see if we can make a 10 ... or something," Callie offered. 359 360 • CHAPTER II www.ablongman.com/kauchak4e "That's excellent thinking, Callie. That's exactly right. We'll see why again tomorrow when we have some problems in which we'll have to regroup, and that will be just a little tougher, but for now let's remember what Callie said. "Now who can describe in words for us one more time what the 2 means .... Leroy?" "It's ... two, ah. two ... bunches or something like that of 10 beans." "Yes, that's correct, Leroy. It's two groups of 10 beans or, in the case of Jana and Patti, it's two groups of 10 soda cans. "So let's look again. There is an important difference between this2," Sean points to the lOs column, "and this 2," pointing to the 2 in the 12. VVhat is this difference? . .. Katrina?" "That 2 ... is two ... groups of 10, and that one is just 2 by itself" "Yes, that's good thinking, Katrina. Good work, everyone Show me this 2," point, ing to the lOs column. The students held up two stickswith the beans glued on them. "Good, and show me this 2," pointing to the 2 in the 12, and the students held up two beans. "Great," Sean nodded. "Now let's try another one," he continued, displaying the fol­ lowing on the chalkboard. 23 +12 Sean watched as students used their beans and sticks to make 35, and again they dis, cussed the problem. They did two more, and then Sean gave the students an assignment of 10 more problems to do for homework (adapted from Eggen and Kauchak, 200 I). j TEACHER-CENTERED AND LEARNER-CENTERED INSTRUCTION A great deal has been written about the advantages of learner-centered compared to teacher-centered approaches to instruction (e.g., Lambert and McCombs, 1998; Shuell, 1996). This might lead some to conclude that the only appropriate approaches to in­ struction are learner centered, such as instruction based on constructivist views oflearn­ ing, as we discussed it in Chapter 7, or the problem-based learning models we examined in Chapter 10. This isn't true. For some goals teacher-centered approaches are more effective, and for others learner-centered approaches are superior (Shuell, 1996). Expert teachers are skilled with both. Helping you understand when teacher-centered instruction is effective and learning to plan and implement teacher-centered lessons are the goals of this chapter. Teacher-centered instruction involves strategies "in which the teacher's role is to present the knowledge to be learned and to direct, in a rather explicit manner, the learning process 4 the students" (Shuell, 1996, p. 731). Research indicates that teacher-centered instruc­ tion is appropriate when content has one or more of the following characteristics (Eggen and Kauchak, 2001; Shuell, 1996): • It is content that is specific and well defined. Adding one- and two-digit num­ bers, as Sean's students were doing, is an example. Ae -d to iuell, TEACHER-CENTERED INSTRUCTION. 361 • It is content that all students are expected to master. Sean's goal was for all his students to master the process of addition; it's a basic skill. • It is content students would have difficulty obtaining on their own. Making students responsible for constructing their own understanding of the pro­ cedure for adding two-digit numbers-as would be the case in instruction based on c9n~r!!£tiYism. for example-is inefficient and potentially confusing; for Sean's goals, a teacher-centered approach is more effective. In looking back to earlier chapters, we can see that teacher-centered and learner­ centered approaches are very compatible. For instance, the basic skills Sean's students mastered with his teacher centered approach are necessary for the problem-based learning models we discussed in Chapter 10. Sean's approach was teacher centered, and problem-based learning is more learner centered. Similarly, teachers might use a well­ organized lecture discussion, a teacher-centered strategy, to help students acquire the background knowledge needed to carry on an effective discussion--a learner-centered process we discussed in Chapter 9. Having identified goals for which teacher-centered approaches are appropriate, let's examine its characteristics. CHARACTERISTICS OF TEACHER~CENTERED INSTRUCTION/ To begin this section, let's look again at Sean's work with his second-graders. As we saw, Sean's goal was compatible with a teacher-centered approach; he was teaching well­ defined content that all his students were expected to master. In addition, his instruc­ tion had the following characteristics: • During planning, Sean identified specific objectives for the lesson and designed learning activities to help students meet the objectives. • The lesson remained focused on the objectives. • Sean took primary responsibility for guiding the learning by modeling and ex­ plaining a specific procedure for the skill. • Students practiced the skill with the goal of developing automaticity. :> In­ earn­ lined id for Icilled ~ and TYPES OF TEACHER~CENTERED INSTRUCTION J Having identified content for which teacher-centered instruction is appropriate and hav­ ing listed the characteristics of teacher-centered strategies, let's turn now to three teacher-centered approaches-direct instruction and two types of expository teaching, lectures, and lecture discussions. r. ~ is to mxess itruc­ ristics IUm- DIRECT INSTRUCTION At the beginning of the chapter we said that teacher-centered instruction involves well­ defined content objectives and learning activities specified by the teacher, lessons that remain focused on the objectives, and teachers taking primary responsibility for guiding the learning. One teacher-centered approach, called direct instruction, is a teacher­ centered strategy designed to help students learn concepts andprocedural skills. Direct instruction 362 • CHAPTER 11 www.ablongman.com/kauchak4e is used when teachers want to ensure that all students master essential content (Gersten, Taylor, and Graves, 1999). We discussed concepts and concept learning in detail in Chapter 8, so let's turn now to an examination of procedural skills. J Procedural Skills Procedural skills have three essential characteristics: • T11ey have a specific set ofidentifiable operations orprocedures (which is why they're called procedural skills). • They can be illustrated with a large and varied number of examples. • They are developed through practice (Doyle, 1983; Eggen and Kauchak, 2001). Adding two-digit numbers, as we saw in Sean's lesson, is a procedural skill. The four basic operations-adding, subtracting, multiplying, and dividing-are procedural skills, as are simplifYing expressions such as 9 + 3 x 8 - 10/5 or solving equations like 3(2x + 6) = 24 in algebra. Solving algebraic equations obviously requires a more developed and sophisticated learner than do simple subtraction problems, but they are skills nevertheless. Skills are not limited to math. Applying academic rules in any content area involves skills. For instance, get jump play getting jumping playing The academic rule we follow for adding ing to words is "Double the ending con­ sonant if it is preceded by a short vowel sound, but do not if it is preceded by another consonant or a long vowel sound." Applying this rule is a procedural skill, as are apply­ ing the rules for capitalization, punctuation, subject-verb agreement, and many others in the language arts curriculum. Examples can also be found in other areas ofthe curriculum. When geography stu­ dents use longitude and latitude to pinpoint locations; or-when chemistry students bal­ ance equations, they are practicing procedural skillsf_~canbeverybasic, as in Sean's lesson, or very sophisticated, such as verifYing identities in trigf;nometry; applying study skills such as summarizing in English; or using thinking skills such as recognizing irrel­ evant information in all curriculum areas. Procedural skills are important because they apply in a variety of contexts. As a sim­ ple example, addition allows us to combine apples as welJ as dollars and cents. What we are adding doesn't matter; addition is an essential skill because it can be applied in a va­ riety of situations. In a similar way, the ability to punctuate a sentence properly allows us to communicate in both school essays and love 1etters. Rosenshine (1983) called these abilities the "how to" of learning versus the who, what, where, or when. When stu­ dents have learned a skill, they have an ability that will be useful in later learning. Interestingly, recognizing the importance of procedural skills has occurred at the same time that technology has become a central component of American life and work. The need for people who can think and use technology in an intelligent manner has re­ placed the need for those who can simply remember large amounts of information (lonassen, 1996). TEACHER-CENTERED INSTRUCTION. 363 Direct Instruction: The Research Base A persuasive body of research exists suggesting that teacher-centered instruction is ef­ fective for helping students reach certain goals (Weinert and Helmke, 1995). This re­ search comes from three primary sources: • • • The teacher effectiveness literature Observational learning The work of Lev Vygotsky The Teacher-Effictiveness Literature. The first source of support for the effectiveness of direct instruction can be found in the teacher effectiveness literature initially described in Chapter 1. These fmdings have been summarized as follows: .r "+­ d s. 1­ er 'IS u­ 11­ n's dy el­ m­ we I'a­ I\VS ese m- the irk. re­ jon Direct instruction can be characterized by the following features: (a) The teacher's classroom management is especially effective and the rate of student interruptive be­ haviors is very low; (b) the teacher maintains a strong academic focus and uses avail­ able instructional time intensively to initiate and facilitate students' learning activities; (c) the teacher ensures that as many students as possible achieve good learning progress by carefully choosing appropriate tasks, clearly presenting subject­ matter information and solution strategies, continuously diagnosing each student's learning progress and learning difficulties, and providing effective help through re­ medial instruction. Many studies-both in the classroom and in the laboratory under experimental conditions-have shown that instruction in which the teacher actively presents infor­ mation to students and supports individual learning processes is more effective than in­ struction in which the teacher's only role is to provide those external conditions that make individual or social learning success possible. (Weinert and Helmke, 1995, p. 138) Observational Learning. The second source of support for direct instruction comes from a body of research on observational learning (Bandura, 1993, 1986). Observa­ tionallearning occurs when people acquire new attitudes, skills, and behaviors by watching and imitating the actions of others. Modeling is one of the most important aspects of observa­ tionallearning. Modeling describes the tendency of people to imitate behaviors they observe in others, and everyday examples are common. Teenagers imitate the fashion and hairstyles of athletes and celebrities, and young people imitate the behaviors of their parents. (Children are 10 times more likely to exercise ifboth their parents exercise than if nei­ ther exercises, for example.) Students also imitate the behaviors of their teachers, and teachers take advantage of this tendency when they demonstrate positive attitudes such as tolerance and respect for other people. Teachers also use modeling to demonstrate complex skills such as writing and solving algebraic equations. Research indicates that teacher modeling is one of the most powerful vehicles available for teaching both attitudes and skills (Bandura, 1993). Lev Vygotsky's UiJrk: The Social Side of Skill Learning. Research on the social aspects of)earning emphasizes the importance of verbal interaction in helping students acquire understanding and skills (Cohen and Lotan, 1997; Wertsch, 1991), and while direct in­ struction is teacher centered, much of its effectiveness results from the interaction be­ tween teachers and students. 364 • www.ablongman.com/kauchak4e CHAPTER 11 Two concepts from the work of Lev Vygotsky, a Russian psychologist (1978), cap­ italize on this interaction. The first is scaffolding, which is the instructional support teach­ ers provide as students acquire skills. Teachers can provide instructional scaffolding in a variety of ways, including breaking complex skills into subskills, asking questions and adjusting their difficulty, presenting examples, modeling the steps in solving problems, and providing prompts and cues. The second is the zone of proximal development, which is the state of learning in which a student cannot solve a problem or petform a skill alone but can be successful with the help of a teacher. The zone of proximal development is instructional paydirt; it is within the zone that teachers are most effective in aiding learning. Outside the zone, students either don't need help (they have already mastered a new skill) or lack the prerequisite skills or background knowledge to benefit from instruction. When using the direct instruction model, we attempt to implement lessons within students' zone of proximal development, using scaffolding as instructional support. For example, when Sean first introduced adding with two-digit numbers, many of his stu­ dents were not able to perform this skill by themselves. By the end of the lesson, how­ ever, most of his students were able to perform the skill on their own. Sean had successfully helped his students move through the zone of proximal development by providing scaffolding in the form of questions, problems, and the bean counter sticks. Goals of Direct Instruction We have three goals when we use direct instruction to teach procedural skills-under­ standing, automaticity, and transfer. They are illustrated in Figure 11.1 and discussed in the sections that follow. Understanding. The most fundamental of these goals is understanding, and, interest­ ingly, this represents a change in thinking about teaching procedural skills. Historically, teaching skills typically consisted of three steps: (1) The teacher would describe the skill, (2) students memorized a series of steps and practiced the skill, and (3) teachers assessed the students' abilities to perform the skill. Little true understanding resulted; the teacher's goal was to teach students to follow the steps, not understand why the steps were necessary (Perkins and Blythe, 1994). This has completely changed, and understanding is now strongly emphasized in direct instruction. Sean's lesson illustrates this emphasis. Let's look at some of his attempts to pro­ mote understanding. First, he presented the skill in the context of a real-world problem: Jana and Pattiare friends. They were saving special soda cans to get a free CD. They can get the CD if they save 35 cans. Jana had 15 cans and Patti had 12. How many did they have together? Goals of Skills Instruction I l ~~~-----,I Understanding Automaticity Transfer r~ 11.1 Goals of Skills Instruction TEACHER-CENTERED INSTRUCTION. 365 Then, after reviewing, he turned to an analysis of the problem. Let's examine some of the dialogue. I r It o IS e n Sean: Everyone look up here. Good. Now what does the problem ask us? ... Shalinda? Shalinda: How many ... they have together? Sean: And how many does Jana have? ... Abdul? Abdul: Fifteen. Sean: Good, Abdul. And how many does Patti have? Celinda? Celinda: Twelve. Sean: Okay, so let's put the problem on the chalkboard like this (and he wrote the 15 plus 12 on the board). Sean then demonstrated adding the problem and returned to questioning. )[ I­ ,­ rr­ he st­ lly, ill, .ed che t:ps Sean: Now show me that with your beans (and he watched as the students combined seven beans on their desks). Sean: So how many cans did Jana and Patti have together? ... Alesha? Alesha: Twenty seven. Sean: Good, Alesha. They had 27 altogether. Now, with your beans, what is this 7 ipoint­ ing to the 7 on the chalkboard). . . . Carol?" Carol: It's this (motioning to the seven beans on her desk). Sean: Good. Yes, it is. It's the seven individual beans. Now, what is this 2? ... Jeremy (again pointing to the numeral on the board). Jeremy: It's ... these (holding up the two sticks with the beans glued on them). Two aspects ofSean's teaching are important here. First, he did very little explaining; he helped students understand the skill primarily through questioning. This strategy not only placed them in active roles but also allowed Sean to monitor their understanding. Second, he had his students demonstrate the meaning of the numbers with concrete ex­ amples (such as having Jeremy demonstrate with the sticks and beans that the 2 in 27 was two groups of 10). He strongly stressed understanding and deemphasized memorization. His emphasis on understanding was even more clearly demonstrated later in the les­ son. Let's look at some more dialogue that illustrates Sean's attempt to help his students understand how the 2 in 12 is different from the 2 in 27. Sean: So let's look again. There is an important difference between this 2 (pointing to the 2 in 27) and this 2 (pointing to the 2 in the 12). What is this difference? ... Katrina? Katrina: That 2 ... is two groups of 10, and that one is just 2 by itself Sean: Yes, that's good thinking, Katrina. Good work, everyone.... Show me this 2 ipoint­ ing to the 2 in 27, and seeing the students hold two sticks with the beans glued on them). Sean: Good, and show me this 2 (pointing to the 2 in the 12, and seeing the students hold up two beans). Again, Sean focused on understanding by emphasizing the difference between the units place and the tens place, and he cleverly used the same numeral (2) to help make his point as clear as possible. His lesson clearly demonstrates the emphasis that is now placed on understanding in teaching procedural skills. 366 • CHAPTER II www.ablongman.com/kauchak4e Automaticity. When we teach procedural skills, we want students to "overlearn" them to the point where they can use the skills effortlessly and virtually without conscious thought. We call this the point of automaticity. Automaticity occurs when skills are over­ learned to the point where they can be used with little mental iffort. Learning to drive a car is an example. Initially we clutch both hands to the wheel, devoting all of our attention to the process of driving. As automaticity develops, we can talk on cell phones, put on makeup, and even shave-v-as we see other people doing-while driving. Automatized skills are: (1) fast, (2) effortless, (3) consistent, and (4) free of the need for conscious con­ trol (Logan, 1988). These characteristics allow us to plug in the skills while we perform other cognitive operations. This last point is a strong argument for overlearning (Weinert and Helmke, 1995). Our available working memory is limited, and automatized skills free memory space that can be devoted to more complex tasks. For example, in writing a paper, if we have learned word processing skills to the point of automaticity, we use them effortlessly, al­ lowing us to concentrate on organization and development of the paper. Similarly, if students have overlearned basic math operations, they can focus their mental energy on the solutions to word problems. Research indicates that one of the reasons poor math students have difficulties with word problems is that performing the necessary proce­ dural skill requires so much available memory that they have too little left to think about or solve the problem (Leinhardt, 1987). Transfer: When we teach skills, we also want them to be used in a wide variety of set­ tings and situations. Transfer occurs when a concept or skill learned in one contextcan later be applied in a different context. Transfer occurs, for example, when writing skills learned in English are applied in writing assignments in science and social studies. Transfer also oc­ curs when a student learns map-reading skills in geography and uses those skills to help plan a family trip. Our ultimate goal in teaching procedural skills is to have them trans­ fer both to other subject-matter areas and into the real world. Accomplishing these goals requires careful planning. This is the topic of the next section. Planning for Direct Instruction Planning for direct instruction lessons involves three steps: • Specifying a clear goal • Identifying prerequisite knowledge • Preparing examples SpecijJing Clear Goals. As with effectively planning for any form of teaching, having a precise goal in mind when teaching procedural skills is essential. Sean, for example, had two goals: • For students to be able to add two-column numbers when regrouping wasn't required. • For students to explain the difference between the ones place and the lOs place in a two-column number. 4e IUS ff­ :15 TEACHER-CENTERED INSTRUCTION. 367 As we saw during his lesson, while both goals were important, Sean put a great deal of emphasis on the second one. This emphasis was a result of his clear thinking about spe­ cific goals. To promote understanding in skills instruction, this kind of teacher thinking during planning is crucial. to on ted lil­ nn 15). ace ave al­ ,'. if on lath lCe­ -out set­ be din oc­ help ans­ Identifying Prerequisite Knowledge. The direct instructional model focuses on teaching and learning specific concepts or skills. However, research on learning indicates that all new learning depends on what students already know-their background knowledge (Eggen and Kauchak, 2001). Background knowledge provides hooks for new learning. In planning for direct instruction lessons, teachers need to consider how the concept or skill will be introduced and connected to what students already know. Planning for accessing prerequisite knowledge is slightly different for teaching a concept as compared to teaching a skill. For concepts, the task usually involves identi­ fying a superordinate concept to which the concept can be linked. Though the goal in direct instruction may be to understand a specific concept (or concepts), a broader goal is for students to understand how the concept relates to other ideas. Identifying prerequisites for a skills lesson is slightly more complicated because it in­ volves identifying subskills that lay the foundation for the new skill. Task analysis, or the process of breaking a skill into its subparts, which we discussed in Chapter 3, can be helpful here. Sean, for example, taught-and reviewed-one-column addition before he moved to two-column addition. And his students had to know basic math facts-additional pre­ requisites-before they could solve addition problems. IT next inga . had n't olace Selecting Examples and Problems. The final phase in planning for direct instruction lessons is selecting examples or problems. A strength of direct instruction is the oppor­ tunities it provides for practice, but this practice takes different forms with different kinds of content. In learning a concept, students can relate the definition to examples and can categorize examples themselves. In learning a skill, sample problems both help students understand the procedures and give them a chance to practice the skill on their own. In both instances-concept learning or skill learning-selecting concrete exam­ ples and problems is essential to the success of the lesson. In teaching concepts with the direct instruction model, the teacher has two tasks­ selecting and sequencing the examples. Examples are selected based on the extent to which they illustrate the concept's essential characteristics. After selecting examples, the next task is to sequence them. Usually, the clearest and most obvious ones are presented first. For example, when teaching a simple concept, such as mammal, we would first use obvious examples like dog, cat, cow, or horse rather than whale, seal, or bat. Once learners begin to understand the concept, additional ex­ amples can be used to enrich their understanding. The extent to which examples illustrate the essential characteristics is a second way to think about sequencing. Again in a lesson on mammals, dog and cat are good exam­ ples because they clearly illustrate characteristics such as being furry, warm blooded, and milk producers. Further, most students have had direct experiences with these mam­ mals, which makes them more meaningful. In selecting and sequencing examples and problems for skill acquisition, student suc­ cess is important. One reason for using the direct instruction model is to help students 368 • www.ablongman.com/kauchak4e CHAPTER 11 acquire proficiency with the skill as efficiently as possible. This suggests that problems should be selected and sequenced so that students can develop both the skill and confi­ dence through successful practice. Sean helped accomplish this goal by providing the easiest problems first. He first used problems that involved single-digit addition and then moved to two-column addi­ tion. As his students' skills develop, he will move to two-column problems that require regrouping and then to problems with three columns or more. By sequencing from sim­ ple to complex, Sean provided instructional scaffolding that ensured high success rates and minimized frustration and confusion. Having identified goals, determined prerequisite knowledge and skills, and selected and sequenced examples and problems, the teacher is ready to put these planning steps into action. Implementing Direct Instruction Lessons Implementing lessons using the direct instruction model occurs in four phases. They are illustrated in Table 11.1 and discussed in the sections that follow. Phase 1: Introduction. The introduction phase in a direct instruction lesson performs several functions. First, it draws students into the activity; without student attention, the teacher's best efforts are wasted. In addition, the introduction provides an overview of the content to follow, allowing students to see where the lesson is going and how it re­ lates to content already learned (Gersten et al., 1999). The introduction also provides opportunities for the teacher to motivate students, to explain how the new content will be beneficial to them in the future. Let's examine each of these functions. FOCUS. In Chapter 4 we defined focus as the process teachers use to attract and maintain students' attention during a learning activity. It is important to draw students into any lesson ~ 11.1 PHASES IN DIRECT INSTRUCTION LESSONS Step Description Example Introduction A lesson overview is provided and an attempt is made to motivate students. Sean presented the problem of Jana and Patti wanting to buy a CD and had the students explain why it was important. Presentation The concept or skill is explained and illustrated. Sean demonstrated addition of two­ column numbers and had the students demonstrate their understanding with hands-on materials. Guided practice Students practice with the concept or skill under the guidance of the teacher. Sean had his students demonstrate the solutions to problems while he monitored their progress. Independent practice Students practice on their own. Sean gave his students 10 problems to <.10 for homework. TEACHER-C·ENTERED INSTRUCTION. :hak4e Hems confi- Ie first addi­ require m sim­ ss rates 1 .elected rg steps l'hey are Jerforms rion, the rviewof ow it re­ provides trent will 1 maintain my lesson 369 and to focus their attention on the learning task. However, research indicates that teach­ ers often neglect this important function; in one study of skills instruction, researchers found that only 5 percent of the teachers made a conscious attempt to draw students into the lesson (Anderson et al., 1984). Sean used his soda can problem as a form of focus. It gave a context for the lesson and provided an umbrella for the skill that the students were learning. As another example, let's look at a science teacher introducing the skill of control­ ling variables. He begins by referring students back to a concrete experience they had the previous day. "We talked yesterday about experiments and how experiments help us learn about cause­ and-effect relationships. We talked about manipulating or changing something, like in our gerbil food experiment. Today, we're going to talk about how to control variables to make our experiment more precise. Let's talk about the experiment we did yesterday." Similarly, an art teacher who has been working on one-point perspective and is making the transition to two-point describes similarities and differences between drawing the two types of pictures. In each of these examples, the teacher links new material to old, ensuring that the new skill is integrated with familiar ones. MOTIVATION. A second element in the introductory phase of the model addresses motivation. Research indicates that positive teacher expectations and student account­ ability contribute to student achievement (Good and Brophy, 2000). Teachers can ad­ dress both of these variables by communicating that the skill is important and that they all can learn it if they work and persevere. To illustrate, let's look at Sean's lesson again. He presented the problem, saying that Jana and Patti were saving soda cans to get a free CD and thatJana had saved 15 cans and Patti 12. Sean: Now, why do you think it's important to know how many Jana and Patti have together? Devon: So they can know how much they get, like ... so they can get their CD. Sean: Sure. If they know how many they have, they'll know how close they're coming to getting their CD. If they don't, they're stuck. That's why it's important. r of uyaCD why it II1 n ofrwo­ the students mding with lonstrate the Ie he problems to This simple step took very little time or effort, and it increased the likelihood that the problem would be meaningful and that students would think it was important. Having set the stage both cognitively and affectively, the teacher is ready to move to the next stage. Phase 2: Presentation. In the second phase of the model, the teacher presents and demonstrates the skill or defines the concept. This part of the lesson is both the most crucial to skills instruction and the most difficult to implement (Duffy et al., 1985). Teachers have two goals in explaining a skill. First, we want students to understand the skill and how it works; second, we want them to understand its usefulness and im­ portance. Earlier, we saw how strongly Sean emphasized understanding in his lesson. He developed the presentation phase with questioning and he encouraged student involve­ ment throughout the presentation phase. 370 • CHAPTER I www.ablongman.com/kauchak4e j To illustrate this emphasis again, we want to repeat a portion of the dialogue where Sean was attempting to help the students see the difference between the 2 in 12 and the 2 in 27. Sean: So let's look again. There is an important difference between this 2 (pointing to the 2 in 27) and this 2 (pointing to the 2 in the l2). What is this difference? ... Katrina?" Katrina: That 2 ... is two groups of 10, and that one is just 2 by itself. Sean: Yes, that's good thinking, Katrina. Good work everyone.... Show me this 2 (point' ing to the 2 in 27, and seeing the students hold two sticks with the beans glued on them). Sean: Good, and show me this 2 (pointing to the 2 in the l2, and seeing the students hold up two beans). It is difficult to overemphasize the importance of this type of questioning and involve­ ment for student learning. Without it, direct instruction becomes a teacher monologue, leaving students bored and disinterested. Let's look at another example, in which Tanya Davis, an English teacher, wants her students to understand the proper use of semicolons. Tanya: Class, today we're going to continue our discussion of different kinds of punctua­ tion. Who remembers the different kinds of punctuation we've learned about so far? ... Shelly? Shelley: Commas and periods. Tanya: Good, and who can tell us why we use punctuation 10 our writing? ... Jon? Jon: To help the reader understand what we're trying to say. Tanva: Fine. Now we are moving on to semicolons. After today's lesson you'll be able to use semicolons to punctuate your sentences. Semicolons are a hybrid between com, mas and periods. They tell the reader, "There is a pause here-pause a little longer than a comma but not as long as a period." Because they're a hybrid, they look like this (and Tanya writes; on the board). One use of a semicolon is between two indepen­ dent clauses that are not joined by and, but, or or. They're useful for adding variety to our writing; they're an alternative to using conjunctions. For example, look at this sen, tence (and Tanya displays, "The teacher was concerned about the quiz scores; he planned a special review session. " on the overhead). What are the two independent clauses here? Celeena? Celeena: "The teacher was concerned about the test scores," and "he planned a special review session." Tanya: Good. Notice how the ideas in the two clauses are related. That's why we don't use a period. Note, too, that the sentence could also be written this way (and Tanya then displayed "The teacher was concerned about the quiz scores, so he planned a special review session. " on the overhead) Tanya: In this case, we wouldn't need a semicolon. Let's take another sentence and see how a semicolon would work here (displaying "We had to wait in line for hours but the rock concert was well worth the wait."). What are the two independent clauses? ... Gustavo? ~e re tle ve­ ue, her TEACHER-CENTERED INSTRUCTION. 371 Gustavo: "We had to wait in line for hours," and "the rock concert was worth the wait." 'Tanya: Good.... So how would I write this using a semicolon? . .. Biela? Biela: "We had to wait in line for hours," semicolon, and then "The rock concert was worth the wait." Three aspects of Tanya's presentation are important: • She described and explained the skill (using semicolons in writing). • She provided clear examples of when and how the skill is used. (She gave ex­ amples of using semicolons in sentences.) • She used questioning to involve the students throughout the presentation. MODELING AND THINKALOUDS. The importance of examples in skills learn­ ing cannot be overemphasized. As we saw in Chapters 7 and 8, examples help students link abstractions such as concepts and generalizations to the real world. For skills, exam­ ples provide a concrete context in which the skill is performed. We saw earlier in the chapter that teachers model behaviors that they want their students to imitate; thinkalouds are forms if modeling in which teachers describe their thinking while working with examples. When teachers use thinkalouds, they want their students to imitate their think­ ing. Both Sean and Tanya used thinkalouds in the presentation phase of their lessons. Extra care and effort in the presentation phase, as we saw in both Sean's and Tanya's lessons payoff in the next phase. Researchers have found that teachers who are effective in this phase provide many examples, give additional explanations when needed, check for student understanding, and involve their students throughout. In contrast, less effec­ tive teachers often spend little time in this phase, instead moving too quickly to student practice (Good, Grouws, and Ebmeier, 1983). Consequently, students are less success­ ful, and the teacher often has to slow down or back up to help individual students cor­ rect problems and misconceptions. In extreme cases, unsuccessful students become frustrated, quit, and management problems occur. Phase 3: Guided Practice. When the teacher feels that the class has a basic understand­ ing of the skill, students are ready for guided practice. In this phase, the teacher provides additional examples and gives students only enough support to ensure that they can make progress on their own (scaffolding). As learners move through the zone of proxi­ mal development during this phase, they gradually accept more and more of the re­ sponsibility for demonstrating the skill. Sean's students were involved in the guided practice phase when he gave them the problem of adding 23 and 12 and watched carefully to be sure they were able to demon­ strate the solution with the beans and sticks. As their understanding increased, Sean would stop having them use the beans and sticks-using only the numerals instead-but his emphasis at this point was to ensure, as much as possible, that they truly understood the skill rather than simply memorizing the procedure. Student answers and success rates are barometers oflearning progress in this phase. As the phase begins, some uncertainty will exist; when it ends, learners should be 80-90 per­ cent successful. Choosing appropriate examples, sequencing them from simple to com­ plex, and eliciting correct answers and reasons as the students practice all influence learners' successes. Finally, this phase provides access to student errors, thus providing an 372 • CHAPTER II www.ablongman.com/kauchak4e opportunity to correct or "debug" common errors (Bruning et al., 1999). Let's see how this works with Sean and his students. Sean's students have progressed to the point where they are now practicing subtrac­ tion where regrouping is required. This is a more demanding skill than just simple sub­ tracting, so the likelihood of misunderstanding and errors is greater than it was with the simple two-column addition we saw earlier. Let's see how Sean handles misunderstanding during the guided practice phase. "Let's try one more," Sean directed. "Kim, Mario, Kevin, and Susan come up to the board and try this one. The rest of you work it at your seat and see if they get the right answer. He then wrote the following on the board: 46 -8 As he watched the students at the board, he noticed that all had done the problem correctly except Kevin who was standing, staring at the board. He walked over to Kevin, put his hand on Kevin's shoulder and said, "Kim, can you explain what you did?" "Vvhat did you do first, Kim?" "I tried to subtract 8 from 6." "And what happened?" "I couldn't." "\Nhy not?" "Because 8 is bigger than 6." "So then what did you do?" "I borrowed." "Did everyone hear that?" Kevin asked turning to the class. "Kim tried to subtract 8 from 6 but she couldn't. So she had to borrow. Show us how you did that, Kim." "Well, 1went to the 4 and crossed it out and made it a 3." "Now, what was this 4?" Sean probed, pointing to the 4. "Was it four IOs, or was it four Is?" " ... Four IOs." "How do you know?" " ... It's here" (pointing to the 4 to indicate that it is in the 105 column). "So when you crossed out the 4 and made it a three what were you doing?" "Borrowing! Uh ... I was borrowing 10 from the 40 and making it 30." "Excellent, Kim. And where did that lOgo? Kevin do you know?" "Did we add it to the 6?" "Good thinking, Kevin. Now can you subtract the 8 from 16?" "8?" "Good, write it down. And how much is left in the lOs column?" "3 ... [ ... 1mean 30." "Write that down, too. So what is the correct answer, Kevin?" "Thirty-eight" "Good work. Kevin. Now let's try another one to be sure." Ae ow ac­ ub­ the TEACHER-CENTERED INSTRUCTION. 373 Two aspects of this process are important. First, as he did throughout the lesson, Sean emphasized understanding rather than merely performing the skill. Second, he helped Kevin-and the rest of the class-understand the process by questioning them rather than explaining the process to them. When students struggle to understand concepts and skills, our tendency is to try and solve the problem by explaining but, unfortunately, explaining-alone-often does little to increase understanding. The questioning skills Sean demonstrated are critical to developing understanding. CHECKING FOR UNDERSTANDING. Student responses are essential for gaug­ ing learning progress. At least two aspects of effective interaction are important during this stage of the model (Rosenshine and Stevens, 1986). First, be sure to get informa­ tion from as many students as possible. This ensures that all students understand the skill, not just ones who volunteer. One way to do so is to call on nonvolunteers as well as vol­ unteers. (This is the equitable distribution we discussed in Chapter 5.) Other ways of as­ sessing understanding are to ask for a simple show of hands or an unobtrusive thumbs up or thumbs down on the chest indicating those who got the problem right or have students work three or four problems and check the work by switching papers. In this process, queries such as, "Are there any questions?" are generally not helpful. If there are questions, the students who have them usually won't admit it. (Think back on your own experience; none of us wants to admit that we don't understand some­ thing-everyone assumes he or she is the only one who is confused.) Second, gauging the quality of student answers is important. Correct, quick, and firm answers indicate that students understand the skill, and the teacher can use general praise, such as a simple, "Good answer," in response (Rosenshine, 1983). This maintains a brisk lesson pace, allowing additional examples. Correct but hesitant answers suggest that students are not confident about the new skill, and the teacher can respond with ap­ propriate supports such as interspersed explanations and encouraging feedback (e.g., "Yes, the apostrophe in this case indicates a contraction, not a possessive. We see there is no possession suggested in the sentence.") Incorrect but careless answers also need to be differentiated from more serious prob­ lems. If the teacher thinks the student understands the process but got the answer wrong because of a rushed answer (e.g., a computational error), she can simply correct the error and move on. If, however, the mistake appears to indicate a misunderstanding ofthe skill, additional explanation and questioning will be needed to help correct the misconcep­ tion. If a number of students are making errors, the material may need to be retaught. THE MOTIVATIONAL BENEFITS OF EFFECTIVE FEEDBACK. As students wrestle with the new skill, teachers provide feedback. The quality of this feedback influ­ ences student motivation in two ways. First, information assists in the learning process, al­ lowing students to learn the skill more efficiently Seeing their own learning progress is a powerful form of student motivation (Pintrich and Schunk, 1996). Second, the content and tone of the feedback influences students' perceptions of their ability as learners. Effective feedback increases student motivation by making the process of skill ac­ quisition more efficient. Effective feedback has four essential characteristics: • It is immediate. • It is specific. 374 • CHAPTER 11 www.ablongman.com/kauchak4e • It provides corrective information for the learner. • It has a positive emotional tone. (Brophy and Good, 1986; Rosenshine and Stevens, 1986) As students try out the new skill, the teacher assists by pinpointing errors, suggesting correct alternatives and doing this in a positive and supportive manner. A more subtle motivational aspect of feedback focuses on the implicit messages it gives about student competence and effort (Pintrich and Schunk, 1996). As students struggle to master a new skill, teacher comments about effort help reinforce the idea that effort results in achievement. Comments such as, "This is a tough idea but hang in there," and "I know your hard work will payoff," help focus students' attention on the critical link between effort and learning. These comments are especially useful for low ability students and students with learning problems. However, as with all strategies, teacher sensitivity and judgment are essential. If teachers praise profusely when effort is minimal, for example, students tend to discredit the feedback and their own efforts and abilities as learners. Phase 4: Independent Practice. Earlier in the chapter we said that one of the goals of di­ rect instruction was to develop automaticity. This is the purpose of the independent practice phase. This practice typically occurs in two steps. In the first, students practice the skill as a seatwork assignment, so the teacher can give them some extra help if nec­ essary and spot check their progress. In the second, students practice the skill as an out­ of-class assignment, such as homework (Murphy et al., 1986). An important transition occurs here. In previous stages student interactions were with the teacher, and the purpose of instruction was to help them understand the skill and how it should be performed. Now student interactions are primarily with materials-problems and examples-and the purpose of practicing is to develop mas­ tery and automaticity. EFFECTIVE INDEPENDENT PRACTICE. Research has identified several fac­ tors that can improve the quality of independent practice: • Independent practice should always be preceded by careful presentation and guided practice to ensure understanding. • Independent practice should be directly related to the content covered earlier in the lesson. This seems self-evident, but surprisingly seatwork, and particu­ larly homework, is often unrelated to previous content (McGreal, 1985). Seat­ work and homework do not teach; they reinforce earlier learning! • Monitor students as they work alone. This increases on-task behavior and helps teachers assess learning progress. Research indicates that teachers who circulate during seatwork have engagement rates that are significantly higher than those who sit at their desks (Fisher et al., 1980). • Use "response-to-need" questions and success rates as measures of effectiveness for independent practice (McGreal, 1985). This last point needs further explanation. Response-to-need means that students are raising their hands because they need help and they are "responding to the need." While some teacher assistance is totally appropriate, if too many students are raising their hands or r TEACHER-CENTERED INSTRUCTION. g it t.s -a ill le \V If lit li­ :nt ice ~c­ ut- ere the rith J.as­ fac­ ier u­ eat- helps u1ate 375 if the required explanations take too long (30 seconds or more), independent practice is not accomplishing its goal. If this happens, the teacher should move back to the guided practice or even the presentation phase before continuing. No rule exists to tell the teacher exactly how many response-to-need questions are too many, so judgment is again required. Problem situations are often quite apparent. We have observed classes where the in­ troduction and presentation phases were brief and somewhat cursory, guided practice was omitted entirely, and the teacher proceeded directly to independent practice. Stu­ dents obviously had little idea of what they were supposed to do, so hands were up all over the room, and the teacher was running herself ragged trying to keep up with indi­ vidual problems. Unconsciously, the teacher had-in effect-individualized instruction; each student had the skill explained to him or her individually. This is not only ineffi­ cient in terms oflearning but also enormously demanding on the teacher. Predictably, classroom management problems also develop because students are unable to do the seatwork exercises, so they become frustrated and go off task. As with guided practice, success rates during independent practice also help gauge its effectiveness. Students should be about 90 percent successful in their seatwork if it is effective (McGreal, 1985). HOMEWORK. Homework is the logical extension of seatwork done in class, and it is a common strategy for increasing the amount of time students spend on a topic. Re­ search on the effects of homework indicate that it generally increases learning (Como and Xu, 1998; Cooper et al., 1998). An analysis of 15 studies comparing differing amounts of homework found an average effect large enough to move students from the 50th to the 65th percentile in achievement (Walberg et al., 1985). For homework to be effective, it must be a logical extension of classroom work (Gage and Berliner, 1998), and success rates should be similar or even higher than those students experience during their seatwork. To provide focus and prevent confusion, as­ signments should be written on the board rather than given orally. Homework assignments should be kept relatively short; researchers suggest that no assignment should take an elementary student longer than 20 minutes to complete (McGreal, 1985). You may disagree with this figure, but many homework assignments are excessive. If the presentation and guided practice phases are properly executed, stu­ dents should be able to complete their assignments quickly and effectively. When this happens, performance improves and motivation increases. Researchers have also found that in addition to amount, the frequency of home­ work is important; for example, 10 problems every night is more effective than 50 once a week (Walberg et al., 1985). Students should expect homework as one of their class­ room routines, and it should be collected, scored, and returned. Alternatives for grad­ ing homework will be discussed in Chapter 12 when we examine assessment. hose encss nts are While inds or LECTURE DISCUSSIONS: TEACHER,CENTERED STRATEGIES FOR TEACHING ORGANIZED BODIES OF KNOWLEDGE In the first part of the chapter we saw how teacher-centered instruction could be used to help students learn concepts and procedural skills. In this section we turn to lecture discussions and examine the types oflearning for which they are most appropriate. Let's 376 • www.ablongman.com/kauchak4e CHAPTER II begin our study with a look at a social studies teacher using the strategy to help students understand political compromise. Velda Houston is an American government teacher continuing a unit on the Constitution, including topics such as the electoral college, the branches of government, and the role and function of each branch. As Velda planned the lesson, she sat and outlined her topic. In her notebook she sketched the information shown in Figure 11.2. She put the information on a transparency and headed for her first-period class. As the bell rang, Velda began, "Listen everyone.... To continue our work on the Constitution, I'd like to pose a problem to you. Mrs. Shah [another teacher in the school] has a special project she wants done, and she wants the smartest kid she can find to do it. Manolo wants the job and thinks he is qualified. He's a good writer and gets good grades on his essays. However, Jo also wants the job, and she thinks she is better qualified than Manolo. She's a whiz in math. What is Mrs. Shah going to do?" "What are they supposed to do in the project?" Katy wondered. "Well, a variety of things," Velda responded. "Mrs. Shah will have them doing things that involve math and some that involve writing." "Boy, it's hard to tell," Ramon added. "How would you know?" "Maybe take them both," Sue suggested. "Could she do that?" "That's an excellent idea, Sue. Why not compromise and take them both? Think about that everyone?" Large State Plan Constitutional Development Compromise Small State Pia Cases of Compromise ,-------~-,----~--, I Legislative Branch I House of Representatives I Senate Method of Elections I Electoral College -f~ 1/.2 Organizational Scheme for Lesson on Constitutional Compromise Presidental Powers TEACHER-CENTERED INSTRUCTION. Its She paused a moment and then went on, "The situation we're going to discuss today is sort of an analogy to Mrs. Shah's problem. The makers of our country's Constitution were in a dilemma when it came to making a decision about how to elect our leaders. The compromises that had to be made are what we're going to discuss today." Velda then strode across the front of the room and continued by saying, "I know I've said it before, but it's so important I'll have to repeat it again. The Constitution was a series of compromises between people like you and me. Just as Mrs. Shah could compromise and perhaps take both Manolo and Jo, the people who developed the Constitution had very different views of where this new country was heading. To arrive at something they could all agree on, they had to compromise. "The forms of the compromise are diagrammed on the transparency you see," Velda said, displaying the information she had outlined on the overhead, and Velda displayed the information in Figure 11.2. She continued, "The nature of this compromise process came out very clearly in the part of the Constitution having to do with the way we elect the members of Congress. Originally, when our forefathers were writing the Constitution, there was a lot of disagree­ ment about how votes in the legislature should be allocated. States like Rhode Island wanted each state to have the same number of votes. Delaware felt the same way. On the other hand, New York and Pennsylvania wanted the votes to be determined by the num­ ber of people in the state.... Each idea seemed the most fair to the states who proposed them. The small states wanted them allocated by state; the large states wanted the votes to be distributed on the basis of population. Both of the ideas seemed fair, and neither side wanted to give in. "So, as a compromise, they created a legislature with two bodies. The House of Rep­ resentatives was based on population, and today we have 435 representatives. The most populous states, of course, have many more representatives than smaller ones. On the other hand, the Senate has two members from each state. So now we have 50 states times two equals 100 senators. "Now let's analyze this process of compromise. How were the states supporting the two proposals different? . . . Miguel?" " ... New Yorkwas a large state, and Rhode Island was a very small state." "Yes, good, Miguel," Velda smiled. "And what does that mean? ... Jamie?" " ... Well, it was bigger," Jamie responded hesitantly. "Bigger land area or bigger population or what?" Velda continued. " ... Both, I think," Jamie continued. "But probably the bigger population was most important." "Yes, good, Jamie. Now why would the large states feel the way they did, and also why would the small states feel the way they did? What do you think? . . . Sirnao?" " ... It would relate to power," Simao answered. "If the representation was made on the basis of population, the large states would be more powerful than the small states." "On the other hand, what would happen if representation were completely equal among the states?" Velda continued. "Toni?" " ... It would sort of throw the balance in the favor of the smaller states. It would mean a state likeWyoming with very little population could maybe stop a proposal from a big state like California." "So as part of the process of compromise, what part of the legislature is based on pop­ ulation? ... Camille? 377 378 • CHAPTER I I www.ablongman.com/kauchak4e "The ... the House of Representatives?" "Excellent, Camille. The total number of representatives is 435. The number of repre­ sentatives from each state is determined by population. That would make populous states happy. And what part of the compromise made the smaller states happy? ... Kareem?" "The Senate?" "\Alhy, Kareem?" "Because every state gets two, no matter how big or small they are." "Excellent thinking everyone!" Velda commented energetically. In earlier chapters, we asked you to think about specific strategies as they relate to the research base we discussed in Chapter 4. Now let's do the same with Velda's teach­ ing. To what extent did she apply the research in her teaching, and where did she adapt? Let's take a look. • She established focus by posing Mrs. Shah's dilemma in selecting a student and displaying her outline on the overhead. • Her outline WJ,S also an effective representation of content for her lesson. • She maintained high levels of student inuolvement with her questioning. • She conducted the lesson with enthusiasm and energy. Velda effectively applied several generic aspects of the research on effective teaching as she introduced, developed, and completed her lesson. But she also did a number of things that specifically addressed the kind of content she was teaching. Let's look at these content-specific strategies in more detail now. Organized Bodies of Knowledge: Integrating Facts, Concepts, and Generalizations To help us understand Velda's instruction, let's examine the content and her goals more closely. Her lesson focused on the general topic of political compromise. Within this broad area were facts, such as the number of representatives and senators in the House and Senate, as well as information about the relative sizes of different states. However, un­ like the lessons described in Chapter 8, which focused on concepts, generalizations, principles, and academic rules, Velda's wasn't directed at any of these elements specifi­ cally; rather it was aimed at the relationships among all these parts. Velda was teaching an organized body of knowledge, which is a combination ciffacts, concepts, generaliza­ tions (andprinciples and rules}, integrated with each other. As another example, suppose you're comparing novels by twentieth-century Amer­ ican writers. Your study would deal with the relationships among a number of facts; con­ cepts like plot, setting, and character; and generalizations, such as "Writers' life experiences are reflected in their writing." Ttwouldn't focus on any of the elements separately. Organized bodies of knowledge are an important part of the school curriculum. For example, geography students study the topography, climate, culture, and politics of one country and compare them to the same elements in other countries. In a study of immigration in the late nineteenth and early twentieth centuries, American history stu­ dents examine reasons immigrants came to the United States, the difficulties they en­ countered, and the ways they were assimilated into our culture. Chemistry students TEACHER-CENTERED INSTRUCTION. 379 study the elements in the periodic table and the relationships among them. These are all organized bodies of knowledge. One specialized subset of organized bodies of knowledge are theories, which show precisely described relationships among the concepts and generalizations they are composed of In science, for example, we have the theory of evolution, molecular theory, and theories about the origins of the universe. In the social sciences, we have learning theories, such as behaviorism and constructivism; sociological theories, such as Durkheim's theory of suicide; and economic theories, such as supply-side economics. Each of these theories can be taught using a lecture discussion instructional strategy. ~ to ich­ apt? :ld rung er of these nlore broad se and :r, un­ ations, pecifI­ aching eraliza- Amer­ :s;con­ .riences ~.,.. iculum. .lirics of .rudy of orystu­ hey en­ students Using Lectures to Teach Organized Bodies of Knowledge As we introduced the chapter, we said that teacher-centered instruction-in addition to teaching procedural skills-is appropriate for teaching content that would be difficult for students to obtain on their own. Velda's topic is an example. Finding and organizing all the historical information that led to the organization of our country's legislative branch, as it appears today, would be difficult for her students. Presenting this informa­ tion in an interactive way so students can explore relationships, as Velda did, is an effec­ tive instructional strategy. Traditional lectures are often used to teach organized bodies ofknowledge. Lectures are the most common form of instruction in colleges and universities, and they remain firmly entrenched in many middle school, junior high, and high school classrooms (Cuban, 1984; Goodlad, 1984). There are at least four reasons for their popularity: • They are efficient; planning time is devoted to organizing the content. Less at­ tention needs to be devoted to teaching strategy. • They are flexible and can be adapted to a wide range of subjects. • Most people can learn to lecture well enough to survive in a classroom; learn­ ing more sophisticated strategies is much more difficult. • They require less energy from teachers. Simply telling students information helps teachers maintain control, and they don't have to do the thinking on their feet that guiding students with questioning requires. Lectures have two serious flaws, however. First, research on learning indicates that learners must be actively involved if information is to be meaningfully encoded and re­ tained (Eggen and Kauchak, 2001), and lectures permit-even encourage---students to be passive. At their worst, lectures are monologues in which the teacher talks and stu­ dents listen. The teacher presents and explains the content, sometimes supplementing the information with charts, graphs, diagrams, and words on the chalkboard. The stu­ dents' job is to understand and absorb what the teacher is trying to explain. This arrangement can work for highly motivated, self-regulated high school and college students. College students pay tor their education, and the decision to attend class is theirs. Successful high school students are also motivated, they are reinforced with good grades, and they've developed skills to learn from lectures. They understand the need to monitor their own attention; when they catch themselves drifting off, they pull themselves back. They actively take notes and use them later as a resource. 380 • CHAPTER 1 I www.ablongman.com/kauchak4e Poorly motivated high school students, typical junior high and middle school stu­ dents, and virtually all elementary students lack these skills (Berk, 1997). If you talk longer than a couple minutes to first and second graders, they start fidgeting and looking out the window. Middle school, junior high, and high school students don't last much longer. They're bored; there's nothing to do. A second flaw is that lectures don't provide a means for assessing student attention • and understanding. While young children will openly yawn and fidget, high school stu­ dents often hide their boredom, and glances at the clock are furtive and veiled (although even older students sometimes openly lay their heads down on desks, making no at­ tempt to pay attention). In addition to student boredom, lectures don't allow teachers to assess student un­ derstanding. It is literally impossible to determine whether or not students understand your examples and descriptions without interacting with them. This means you must call on them and have them describe what they are learning and how ideas are connected throughout your lessons. Lecture is one of the great paradoxes of teaching. It is the least effective but most popular mode of instruction today. Lecture Discussions: An Alternative to Standard Lectures Lecture discussion is a teaching strategy that combines short periods if teacher presentation with extensive teacher-student interaction. This strategy combines the positive aspects oflecture­ flexibility and economy of effort-with the benefits of interactive teaching. It is an in­ structional hybrid effectively suited to helping students understand organized bodies of knowledge. Velda Houston used lecture discussion to teach her students about political compromise. Let's see how she planned for her lesson. Planning for Lecture Discussions One of the first teaching tasks in planning for lecture discussions is to define and delimit the content to be taught. When we discussed planning for teaching concepts, principles, generalizations, and academic rules, we identified three essential steps: • Identifying the topic • Determining a precise goal • Preparing representations in the form of examples and data In planning to teach an organized body of knowledge, you must identify a topic and your goal must also be clear, so the first two steps are similar to those when you plan to teach a concept or generalization. The third step is different, however, and it's more complex. While finding good il­ lustrations of concepts or generalizations can be difficult, the task is well defined. In teaching an organized body of knowledge, organizing and representing the content is more difficult. This part of the planning process requires careful decision making. The following questions can be helpful: • How does this topic relate to previous ones? • What prerequisite ideas do students need to know? Me TEACHER-CENTERED INSTRUCTION. stu­ • How can I organize the information so important ideas are interrelated? • How should I present the organized information to the students? talk ong mch cion stu­ mgh ) at­ : un­ italld must -cted most 1 with rre-­ .n m­ ies of litical elimit 5, and Once you've answered the first two questions, the next step is to organize and represent the content you plan to teach. The following sections describe some different ways to do this. Organization and Spatial Representations: A Picture Is U1Jrth a Thousand U1Jrds. The term organized implies that the individual ideas in the body of knowledge are related and connected, and the graphic representation that teachers construct should make these connections clear. Bodies of knowledge can be organized and represented in several different ways. Matrices, networks, hierarchies, and schematic diagrams provide sensory focus for stu­ dents and illustrate conceptual relationships among ideas (Eggen and Kauchak, 2001). Matrices. Matrices are two-dimensional tables that illustrate similarities and differences in major ideas. These can be simple tables for elementary students or detailed charts for older learners. Kathy Johnson, in the case study that introduced Chapter 4, used a ma­ trix to organize her information on the northern and southern states. Figure 11.3 illus­ trates another simpler example from the area of elementary science. Networks. Networks are simple diagrams that link related ideas, and they have proven ef­ fective in helping students learn from textbooks (Holley and Dansereau, 1984) and teacher presentations (Novak and Musonda, 1991). Networks, when shared on an over­ head or blackboard, can help students see the interrelationship of ideas when a body of knowledge is being taught. A network from the area of physical education is illustrated in Figure 11.4. Conceptual Hierarchies. Special types of network, conceptual hierarchies, connect su­ perordinate and subordinate ideas to each other. For instance, in Figure 11.5 we see that nouns and pronouns are subsets of naming words; and adjectives and adverbs are subsets ofmod­ ifying words. Hierarchies spatially illustrate these superordinate-subordinate relationships. Velda used a combination of a simple network and a conceptual hierarchy to help her students understand different aspects of political compromise in the Constitution. ic and ilan to rod il­ .ed. In itent is lowing 381 Examples How They Grow Fruit Vegetables r~ II.~ Elementary Matrix Comparing Two Concepts 382 • www.ablongman.comlkauchak4e CHAPTER 11 Basketball I I I -. Defense Offense I c- I Focuses on Ball I Below Free Throw Line (Prevent Score) Above Free Throw Line (Pressure) Stance Movement Position '" :r~ 11. .r;. Network in Physical Education Source: Adapted from Novak and Gowin, 1984. Parts of Speech I I Naming Words - I Nouns I I Modifying Words I I Pronouns I Adjectives I Adverbs :r~ 11.5 Conceptual Hierarchy for Parts of Speech Spatially representing ideas within a body of knowledge helps both teachers and students (Winitzky, Kauchak, and Kelly, 1994). During planning, it helps the teacher break large amounts of content into manageable parts. As the lesson is implemented, it provides both focus and a form of conceptual organization for students. During study and review students can use these spatial organizers to connect and integrate ideas. Your tasks in the planning process are to define the boundaries of the body of knowledge you plan to teach, link important ideas to each other, and organize and rep­ resent the information so these links can be identified. Once these are accomplished, you're ready to implement the lesson. Implementing Lecture Discussion Lessons Lecture discussions are implemented in four steps. They're outlined in Table 11.2 and discussed in the sections that follow. Introduction. Done effectively, the content in lecture discussions is presented with a logical beginning and end, an understandable internal organization, and links to what l 4e er it fy of J- d, a tat TEACHER-CENTERED INSTRUCTION. ~ //.2 STEPS IN LECTURE DISCUSSION LESSONS 383 - Step Description Example Introduction Provide focus for the lesson Mrs. Shah's problem in Velda's lesson Presentation Present students with background information Velda provided historical information about the House of Representatives and Senate. Comprehension Monitoring Assess the extent to which students understand the information that has been presented Velda asked Miguel to explain the different positions oflarge and small states. Integration Link information in different presentations to each other Velda asked the students to relate power to the compromises they were discussing. students already know. Done ineffectively, they're garbled sets of rninilessons with no connecting theme. An effective introduction is essential to the success oflecture discus­ sion lessons. One effective way to introduce lecture discussions is to use advance organizers (Ausubel, 1978), initial statements about the topic to be learned that provide a structure for the new information and relate it to information students already possess. Advance organizers can exist in a variety of forms. They can be a simple overview, such as: Yesterday we talked about the nomadic nature of the Native Americans who lived on the plains. We saw that they were hunters, and their liveswere built around following herds of large animals-particularly the buffalo. Today we're going to see how the Spanish explo­ ration of the New World changed Native Americans. We'll see how the horse revolution­ ized the way they lived, their economic base, the way they made war, their values, and even their relationships with their families. Keep these ideas in mind as we go through the lesson. Advance organizers can also be a combination of a visual representation and a verbal de­ scription. For example, Velda introduced her lesson with her network and hierarchy to­ gether with the problem of how Mrs. Shah was trying to select a student for a special project. Mrs. Shah's problem was an analogy for the problem of large-state and small-state representation in Congress. An analogy describes a comparison between two ideas that are similar in some, but not all, respects. Some additional examples of analogies that can be used as advance organizers include the following: • A tree can be thought of as a city of cells in which each type of cell has a job to do and depends on the jobs of other cells. • A learning schema is like a computer program; the content and the relations between the content are dependent upon the learner (programmer). • Birds are reptiles with feathers; except for flight, their bodies work primarily the same way. 384 • CHAPTER 11 www.ablongman.com/kauchak4e • Outer space is the last frontier. The same dangers and hardships faced by the pioneers are encountered by the astronauts. • Red blood cells are our bodies' oxygen railroad. In each example, a familiar frame of reference is used to present new and unfamiliar content. Analogies provide hooks for the new material; the more familiar the old ma­ terial and the closer the fit of the analogy, the more learning is facilitated. Regardless of the form of the advance organizer, it is intended to provide focus and a conceptual framework for the content to follow. Presentation. Once the topic is introduced, the teacher presents information in a mini­ lecture. In her initial presentation, Velda described the conflict between large and small states, setting the stage for the importance of compromise. The purpose of this short pre­ scntation was to provide an information base for the discussion that followed. Comprehension Monitoring. Mter some information has been presented, lecture dis­ cussions move to comprehension monitoring, the process if questioning students to as­ sess their understanding if the material. To illustrate comprehension monitoring in Velda's lesson, let's return to her lesson: Velda: Now let's analyze this process of compromise. How were the states supporting the two proposals different? Miguel? Miguel: '" New Yorkwas a large state, and Rhode Island was a very small state. Velda: Yes, good, Miguel. And what does that mean? Jamie? Jamie: .. , Well, it was bigger. Velda: Biggerland area or bigger population or what? Jamie: ... Both, I think. But probably the bigger population was most important. The comprehension-monitoring step of the cycle serves two functions. First, it makes the lesson interactive and draws students into the activity. When they know they will be questioned about material, they are more likely to listen to the presentation, and they're reinforced for doing so. This illustrates the importance of expectations. If teachers expect all students to lis­ ten, learn, and participate, and hold them accountable through questioning, they are more likely to remain involved with the lesson. On the other hand, if teachers talk for extended periods or ask questions that are answered by only a few, the rest of the stu­ dents are likely to tune out. A second function of comprehension monitoring is feedback-s-for both the teacher and students. The quality of student responses helps teachers determine the extent to which they understand the material, and teachers can then adjust the presentation ac­ cordingly. If students are not understanding, there is no point in proceeding; teachers need to reteach misunderstood or confusing material. Questions also provide students with feedback, and they encourage meaningful learning. Students' ability to answer the teacher's questions helps them gauge the extent to which they understand the content, and it also increases that understanding through active participation and listening to the ideas of others. lk4e iliar rna­ s of mal rm­ nall pre- dis­ ) asIda's it, it they and ) lis­ . are ~ for stu­ cher u to ac­ hers igful tent .ugh TEACHER-CENTERED INSTRUCTION. 385 Integration. In the fourth step of a lecture discussion, teachers encourage integration, the process of exploring relationships in the information, relating information in one presentation to another, and consolidating new information with previous understanding. Integration is a natural extension of comprehension monitoring. The difference be­ tween the two lies in the type of questions teachers ask. During integration, students are asked to establish cause-and-effect relationships, make predictions, and hypothesize. The exact type of question depends on the content being taught; the essential characteristic is that the questions cause students to search for links with other ideas in the lesson. This process is supported by research (Cruikshank, 1985; Eggen and Kauchak, 2001) and makes intuitive sense. When parts of a lesson are interrelated, deeper under­ standing results. Links help ensure that the new content is being learned as a coherent and interconnected body. To illustrate, let's look again at Velda's lesson: Velda: Yes, good, Jamie. Now why would the large states feel the way they did, and also why would the small states feel the way they did? What do you think? ... Simao? Simao: ... It would relate to power. If the representation was made on the basis of popu­ lation, the large states would be much more powerful than the small states. Velda: On the other hand, what would happen if representation were completely equal among the states? Toni? Toni: ... It would sort of throw the balance in the favor of the smaller states. It would mean a state like Wyoming with very little population could maybe stop a proposal from a very populated state like California. In this short excerpt we see that Simao offered a cause-and-effect relationship be­ tween the population of states and power, and Toni hypothesized another relationship based on equal representation. Understanding these perspectives was essential to under­ standing the need for compromise, the central focus of this cycle. Combining integra­ tion with comprehension monitoring can result in a thorough understanding of the relationships in an organized body of knowledge. Lecture Discussion Cycles: The Building Blocks ofLessons. What you saw illustrated in the preceding sections was one lecture discussion cycle, which is a recurrent sequence ofpresenting information, monitoring comprehension, and integration, and it is the core oflec­ ture discussion as an instructional strategy. Mter one cycle is completed, a second oc­ curs, then a third, and so on until the lesson is complete. Each cycle includes a brief presentation, followed by comprehension monitoring, and integration. Integration is the essential link in lecture discussion cycles. Integration is broader and deeper with each cycle because the information in one cycle is integrated with con­ tent from earlier cycles. Lecture discussion cycles are effective from a learning perspective because informa­ tion is presented in relatively small chunks, and students are actively involved in the comprehension monitoring and integration phases. These cycles also assist teachers as they attempt to help students understand com­ plex organized bodies of knowledge. They allow teachers to break instruction into manageable parts, both during planning and in the lesson itself. This process helps 386 • www.ablongman.com/kauchak4e CHAPTER 11 Present Information Present Information OVERVIEW s: o .r:::. + ctl OJ Q5 II: o ctl OJ Q5 II: Monitor Comprehension + Integration Integration - - m'l~.i:J!WXGUWtLd&L2 7tV'ff %B\1 t r Review and Closure ~ r~II.6 Lecture Discussion Cycles in the Total Lesson teachers divide potentially overwhelming bodies of knowledge into parts that are teach­ able and comprehensible. LINKING LECTURE DISCUSSION CYCLES. Each lecture discussion cycle takes only a few minutes. By stringing several of these cycles together, the teacher can consolidate the ideas in an organized body of knowledge into an effective lesson. This process is outlined in Figure 11.6. Let's see how it's illustrated in Velda's lesson. "Now that we understand how compromise produced the present form of our Congress, let's turn to the electoral college and see how the process of compromise shaped the way we elect our President. Note that on the overhead we just talked about the legislative branch," Velda said, pointing at the left side of the hierarchy on the overhead. "Now we're turning to the presidential or executive branch. This is Article 2 of the Constitution. Let's see how our President is elected. Every four years, some time in De­ cember, 535 people in the Electoral College get together and cast their votes for the next President of the United States. When people vote for the President in the November elec­ tions, they are actually voting for the members of the Electoral College and not directly for the President. "Let's think about this one. Why are there 535 members? Where did it come from? Where have we seen that number before? ... Sherry?" " ... Well ... we just learned that there are 435 members of the House and 100 members of the Senate. It must be the two combined?" she said with a question in her vorce. "Good, Sherry. And how are the members of the Senate distributed between the states? ... Leroy?" TEACHER-CENTERED INSTRUCTION. J - ch­ .cle can .on, 387 " ... Two each." "Okay, two per state times 50 states is 100. And what about the House? ... Who re­ members? ... Terry?" " ... They're ... based on population, [ think ... yeah, population. The states with the most people like California and New York have most, while those with not very many ... like North Dakota, have only a couple or so." "Good complete answer," Velda smiled at Terry. "So we see that there are 535 mem­ bers, which are the combined numbers of the House and Senate. Using this information now, how is this another example of compromise? ... Ajar?" "Well ... there were two views as to how the President should be elected. The small states wanted each state to have equal representation, while the big states wanted it done on the basis of population. Using both was a form of compromise." "Now let's ask a big question that pulls this information together. Why was compro­ mise necessary in designing the Electoral College? What difference does it make? ... Ajat?" " ... The President is a big ... powerful person who influences the country. If we had a President who liked the big states, the little ones would be upset. ... And it could go the other way, too. If they elected a guy who only helped the little states, the others, the big ones, would be upset. So they had to have a ... system that they all could live with." "Good description, Ajat. That's an excellent analysis. Now let's examine a third com­ promise dealing with why the President isn't elected directly, instead being chosen by an Electoral College. To do that, we need to know about a fellow by the name of Rousseau and his idea of an enlightened aristocracy." Let's stop here and see how this second cycle was structured and how Velda con­ nected the two. In the presentation step of the second cycle, she referred her students to the outline and talked about the Electoral College. Her outline, together with her statement, "Note that on the overhead we just talked about the legislative branch.... Now we're turning to the presidential or executive branch," provided a link between the first cycle and the second. Remember from Chapter 4 that transition signals are impor­ tant communication skills that help students understand and construct connections be­ tween related ideas. In the comprehension-monitoring step of the second cycle, Velda checked to see if students remembered and understood the information about the structure of the legis­ lature. She did this by asking questions such as: Where have we seen that number before? Where did it come from? Having determined that students understood the link between the number in the electoral college and the structure of the two branches of the legislature, she then began to explore the implications of this connection by asking questions such as: Why is that number significant? How is this another example of compromise? Why was compromise necessary in designing the Electoral College? What differ­ ence does it make? 388 • CHAPTER 11 www.ablongman.com/kauchak4e These questions linked the Electoral College, which was discussed in the second cycle, both to the number of representatives and senators-discussed in the first cycle--and to the concept of compromise, which was the theme of the lesson. Once these links are made, the next cycle was ready to begin with the presentation of new material. As teachers use questions such as these, students develop the inclination to look for these relationships on their own. This is a step toward self-regulated learning. The lines between comprehension monitoring and integration and one cycle with another are often blurred and hard to identify. It isn't critical to identify precisely where one ends and the other begins. However, understanding the difference between com­ prehension monitoring and integration is important, because we want learners to do more than summarize, paraphrase, and identify similarities and differences; we want them to explain, identify causes and effects, and consider hypothetical relationships. All this is part of developing deep understanding of the topics they're studying. RESEARCH AND THE LECTURE DISCUSSION CYCLE. Evidence sup­ ports the effectiveness of lecture discussion cycles. Research indicates that the amount learned from a lecture decreases as the length of the presentation increases (Gage and Berliner, 1998). Over time, student attention wanes and learning suffers. These results were obtained with college students, so we can safely predict the effects to be even greater with younger learners. Further, researchers found that attention increases when a question is asked and de­ creases when a student is called on (Lemke, 1982). (Remember what was said in Chap­ ter 5 about asking a question first and then calling on a student?) Student attention also improved during demonstrations, debates, and student-initiated questions, providing strong support for the idea of active student involvement. Further support for the lecture discussion cycle comes from research on reading. Research indicates that questions interspersed in text material increase comprehension (Anderson and Armbruster, 1984), and the greater comprehension largely results from increased reader attention (Reynolds and Shirey, 1988). We've all had the experience of drifting off when we've been reading. Questions attract attention and help the reader focus on important material. Teacher questions during the comprehension monitoring and integration steps oflecture discussion cycles have the same effect. How long is too long for presenting information without asking a question? As with most questions about effective instruction, the answer depends on the situation, but a ballpark figure is about 5 minutes. Shorter periods are necessary with younger, less acad­ emically talented, or poorly motivated students and with complex or abstract content. The specific answer to the question will develop from your own experience with stu­ dents. Their nonverbal behaviors during the presentation step give clues about inatten­ tion, and student performance during the comprehension monitoring step provides additional data. Closure. Closure, or bringing a lesson together at the end, is a characteristic of all good teaching, and it is particularly important in lecture discussion lessons, because the process oflinking one cycle to earlier cycles is continuous, large and complex amounts of information are presented, and it's easy for students to lose track of the lesson's direc­ tion and the overall structure of the content. Effective closure helps to tie together ideas and to prevent this potential confusion. 4e le, to ire As ese ith ~re n­ do mt All Ip­ lilt md rlts ren le­ ap­ uso ing ng. Ion om ~ of .der .ing nth It a ad­ ent, stu­ en­ ides ood the mts :ec­ leas TEACHER-CENTERED INSTRUCTION. 389 A powerful way to conclude a lesson is to refer students back to the organizational scheme introduced at the beginning of the lesson. Visual representations such as hierar­ chies or matrices are again useful. Velda, for example, could bring her lesson to closure by referring students back to the overhead that began the lesson. The overhead, com­ bined with summary statements by the students, provides an efficient and visual way of helping students remember the lesson's content. Research on the way learners process information supports the idea of combining statements of closure with visual summa­ rizing devices (Schwartz, Ellsworth, Graham, and Knight, 1998; Willoughby, Porter, Belsito, and Yearsley, 1999). This concludes our discussion of lecture discussions. The summary that follows is designed to help you integrate the ideas in the chapter. Teacher-Centered and Learner-Centered Instruction. While a great deal of em­ phasis has been placed on learner-centered instruction, some goals are better met with teacher-centered approaches. When learners study well-defined content that all are ex­ pected to master or when students will have difficulty acquiring content on their own, teacher-centered instruction is desirable. Characteristics of Teacher-Centered Instruction. Teacher-centered instruction typ­ ically involves lessons focused on specific objectives that have been determined in ad­ vance. In teacher-centered lessons, teachers take primary responsibility for modeling skills and guiding learning. All effective teacher-centered lessons actively involve learners through teacher questioning. Direct instruction, lectures, and lecture discussions are three common types of teacher-centered instruction. Direct Instruction. Direct instruction is a strategy typically used to teach procedural skills, which are forms oflearning that have a specific set of operations, can be illustrated with large numbers of examples, and are developed through practice. Direct instruction lessons begin with an introduction, which the teacher follows by presenting and modeling the skill and the students practice, first under the supervision of the teacher and then on their own. The goal in direct instruction lessons is to develop the skill to the point of automaticity so that it transfers to a variety of contexts. Lecture Discussions: Teacher-Centered Strategies for Teaching Organized Bod­ ies of Knowledge. Organized bodies of knowledge are interrelated connections of facts, concepts, generalizations, principles, and academic rules. Lecture discussions combine the flexibility and simplicity of lectures with the benefits of interactive teach­ ing and are effective for teaching organized bodies of knowledge. Effective lecture discussions begin with an introduction, which the teacher follows by presenting information in a minilecture. Comprehension monitoring and integra­ tion follow the presentation. Lecture discussion lessons are developed when one cycle of presenting information, monitoring comprehension, and integration is linked to earlier cycles. With each suc­ ceeding cycle, the process of integration becomes broader and deeper. 390 • CHAPTER I I Advance organizer Analogy Automaticity Comprehension monitoring Conceptual hierarchy Direct instruction Focus Integration Lecture discussion Lecture discussion cycle Matrices Modeling www.ablongman.com/kauchak4e Networks Observational learning Organized body of knowledge Procedural skills Scaffolding Task analysis Teacher-centered instruction Theory Thinkaloud Transfer Zone of proximal development Margaret Fontini looked over the year-long plans she had laid out for her sixth-grade lan­ guage arts curriculum and saw the notes from her previous teacher year: Students have trouble with summarization. Don't know where to start. "I remember that unit. It was like pulling teeth. I just didn't know how to get the idea across. I've got to do better this time," she mumbled to herself as she opened several lan­ guage arts teacher editions that she had on her bookshelf On Monday, Margaret began her language arts class by saying, "Okay, class, please put your math away. Ifyou haven't fin­ ished your problems, be sure to take them home and have them ready for class tomorrow." After pausing for a few moments while students put their math books away, Margaret continued, "Today in language arts we're going to learn a new skill that will help us with our writing. It's called summarization. In addition, it should be helpful in other content areas as well. I'd like everyone to look up here on the overhead. I've got a definition for you." A good summary restates the main idea of the passage, deletes unimportant and redundant information and, sometimes, involves superordination. After pausing for a few moments to allow her students to read the definition, Margaret continued. "Let's see what a good summary looks like. I'd like you to read this passage and then I'm going to show you two summaries. Your job is to see if you can tell me which summary for the paragraph is better. Here we go." In the desert there are no clouds to stop the sun's burning rays. So the sun heats up the earth. As a result, it gets very hot, the temperature easily reaching 120 de­ grees. And rainfallis slight in the desert. Most deserts get less than 10 inches of rain per year. Years may pass between showers. Sometimes 5 or 10 years may go by without a drop of rain falling on the desert. "Has everyone had a chance to read the paragraph? Now, let's look at two possible summaries that I've created. Look up on the overhead and tell me which is better." -:-EACHER-CENTERED INSTRUCTION. 391 I. The desert IS a txx and dry place. 2. The sun m me desert is merciless. "Vvho has an idea? Which do you think is better? Tanya?" "I think number I is better. It ... " "Good Tanya, I agree with you. Number I is definitely better. Let's try another one. Again, read the paragraph and then I'll give you two possibilities to choose from." The heat doesn't bother the seeds from plants and they can do without water for an extended period. After a rain, the seeds sprout and flowers bloom. Then the desert is covered with many brightly colored flowers. The desert is a besu­ tiiul place when there are red. yellow. orange, and blue flowers everywhere. But soon the ground begins to dry up. As the ground dries, the flowers produce new seeds and then die. These new seeds fal1 to the ground and wait for the next rainfall. When it rains, they grow, blossom, leave new seeds, and then die. "Has everyone had a chance to read this and think about a summary? Okay, then, which of these do you think is the better summary? Look up here on the overhead." I. Desert flowers only bloom after a rain. 2. Seeds are perfectly suited to the desert. "Ricardo, do you have an answer?" "I think number 2 is better because the paragraph is more about seeds than flowers." "Good, Ricardo. Does everyone agree? Any questions? If not, I have several more paragraphs about the desert that I'd like you to summarize on your own and we'll compare our answers tomorrow." With that she handed out a piece of paper that had four paragraphs on it. "Remember, class, you're supposed to write a summary for each of these paragraphs. Get busy, and I'll be around to help." As students started on their assignment, Margaret circulated around the room. As she did this, a number of hands went up, asking for help. As she worked with each student, she noticed that they were all having trouble knowing where to start. "Hmm, I guess I better do more work on getting started writing a summary. I'll do that first thing in class tomorrow." Questions for Analysis 1. How effective was the introduction phase of the lesson? How could Margaret's introduction be improved? 2. How effective was the presentation phase of the lesson? How could it be improved? 3. How effective was the guided practice phase of the lesson? Explain, making direct reference to the case study in your assessment. 4. Analyze Margaret's examples during teacher-directed practice, using the concept of scaffolding. 5. Analyze the quality of the independent practice phase of the lesson. How could the independent practice phase of the lesson be improved? 392 • CHAPTER II www.ablongman.com/kauchak4e 1. How do the following factors influence the importance of procedural skills in the curriculum? a. Grade level b. Subject matter c. Ability level of students (i.e., high versus low) 2. Why is automaticity important to the following skills a. Learning to print in first grade? b. Learning to playa musical instrument? c. Learning a foreign language? 3. Teachers often have to make professional compromises: You've just begun a skills lesson and find out that because of a changed school schedule, you only have half as much time as you had planned. How will you adjust your teaching in terms of the four phases of the direct instruction model? Why? a. Introduction b. Explanation c. Guided practice d. Independent practice 4-. How would you teach for transfer in the following lessons: a. Teaching map-reading skills to junior high students? b. Teaching punctuation skills to fifth graders? c. Teaching percentage word problems to high school basic math students? 5. Are organized bodies of knowledge more important at some grade levels or in some content areas than others? Which and why? How is the importance of orga­ nized bodies of information influenced by timing; that is, is this type of content more important at the beginning or end of a course or unit? 6. How do the following factors influence the optimal length of one lecture discus­ sion cycle? a. Age of students b. Difficulty or complexity of material c. Background knowledge of students d. Student motivation e. The teacher's presentation skills 1. Skills and State and District Curriculum Guides. Analyze an appropriate curriculum guide in your area or level and answer the following questions: a. What skills are identified? b. What suggestions or recommendations are given about how they should be taught? c. How are the skills sequenced? d. How is skill acquisition measured? te • e s If )f ga­ t s- LIm e TEACHER-CENTERED INSTRUCTION. 393 How helpful will guides such as this be for you as a teacher? 2. 'Textbooks and Skills. Examine a text in your area and answer the following questions: 3. How much of the text is devoted to skills? b. How are the skills sequenced? c. What provision is there for practice and feedback? d. How does the text deal with long-term retention and transfer? How would you need to supplement this text to maximize skill learning in your classroom? 3. Homework. Interview a teacher or student and ask the following questions: 3. How often is homework given? b. Is there any pattern to homework assignments (e.g., end-of-week or end-of­ unit reviews)? c. Is homework graded and returned? d. How does it count toward the final grade in the course? e. How effective is it in promoting learning? How could homework be improved to increase learning in the classroom? 4. Interactive Skills 'Teaching. Observe and either audio- or videotape a skill-oriented lesson. Analyze it in terms of: 3. Introduction b. Explanation c. Teacher-directed practice d. Independent practice e. Extended practice How could the lesson be improved to increase student learning? 5. Interactive Skills 'Teaching: 'Trying It Out. Plan for, teach, and tape a skills lesson using the basic skills model. Listen to or watch your tape and address the follow­ ing questions: 3. Was your introduction clear? Did it include the following?: (1) What the skill was (2) How it can be applied (3) Why it is useful (4) When it should be used b. Did you state a goal or objective for the lesson? c. Did you relate the skill to material previously covered? d. Did you think aloud while modeling the skill? e. What did student success rates during the following practices suggest about your pace? (1) Teacher-directed practice (2) Independent practice (3) Extended practice f. How did the amount of teacher talk vary throughout the lesson? g. What percentage of the class can perform the skill at an acceptable level? How do you know? Define what this level is and explain why this level is acceptable. What would you do differently next time? 394 • CHAPTER 11 www.ablongman.com/kauchak4e 6. Organized Bodies ofKnowledge: 'Textbooks. Examine a chapter in a textbook in your teaching area that deals with an organized body of information. Analyze it in terms of the following (providing specific examples, if possible): a. Introduction/overview-Is there an introduction at the beginning that pro­ vides an overview of the content to follow? b. Organizational structure--Are there any aids (e.g., diagrams, outlines) that describe the organization of the content? c. Comprehension checks-Are there questions inserted in the text to check comprehension? d. Integrative links-Do questions or exercises encourage students to link ideas from one section to another? e. Summary What would you have to do as a teacher to supplement the text? 7. Organized Bodies (1 Knowledge: Organizational Aids. Take the content in the previous exercise and organize it using one (or more) of the following organizational aids: a. Outline b. Matrix c. Network d. Schematic diagram e. Conceptual hierarchy What other way(s) would there be to organize this content? What are the advan­ tages and disadvantages of each? 8. Interactive Teaching: Organization. Observe (and audio or videotape, if possible) a lecture or lecture discussion. Take notes from the presentation. Organize the content in terms of one (or more) of the organizational aids discussed in this chapter. How could you use this type of organizational aid in your teaching? 9. Lecture Discussion: Patterns oj Interaction. Observe a teacher (or professor) using a lecture discussion format (determine beforehand that the lesson will not be en­ tirely lecture). Analyze the lesson in terms of a. The length of each lecture discussion cycle (i.e., how long does the teacher talk before asking a question). b. What kinds of questions did the teacher ask? (Jot these questions down in order, with times attached to them. Later determine whether these were comprehension or integrative.) What could the instructor have done to make the lesson more effective? 10. Lecture Discussion: Applying It in Your Classroom. Plan, teach, and tape a lesson using the lecture discussion format. Analyze the taped lesson in terms of the fol­ lowing variables: a. Introduction/overview b. Organizational aids c. Average length of one lecture recitation cycle d. Comprehension checks in each cycle e. Integrative links in each cycle f. Summary In hindsight, what could you have done differently to make the lesson more effective? c4e It s us a ,1­ I. Classroom assessment A. Measurement and evaluation B. Functions of an assessment system C. Characteristics of effective assessment D. Teachers' assessment patterns II. Using traditional assessment practices to promote learning A. Preparing students B. Administering tests C. Examining results D. Research on classroom testing: Implications for teachers III. Alternative assessment A. Performance assessment B. Portfolio assessment IV Accommodating diversity: Reducing bias in assessment A. Provide practice with test taking B. Teach test-taking strategies C. Consider use oflanguage in items D. Make provisions for nonnative English speakers V Designing an assessment system A. Grades and grading B. Communication VI. Using technology in assessment A. Planning and constructing tests B. Analyzing test data C. Maintaining student records a s you've studied the content of this book, you've seen how teacher actions in the form of careful planning, different instructional strategies, and classroom manage­ ment all affect student learning. However, one important question remains unanswered: How do we know if students are actually learning what we intend? In this chapter we attempt to answer that question by examining traditional and alternative assessment, teachers' assessment practices, grading, homework, and communication with parents, all of which make up the topic of classroom assessment. When you've completed your study of this chapter, you should be able to meet the following goals: • Identify the functions of assessment. • Describe the characteristics of effective assessment. • Explain how effective teachers prepare students for, administer, and analyze as­ sessment results. • Design alternative assessments that can be used to measure performance and understanding. • Describe ways of reducing bias in assessments. • Explain how technology can be used to make assessment more effective and efficient. Steve Vockel's fourth graders were working on applying rules for adding -ing to words. After putting several words on the board, Steve circulated among the students, making pe­ riodic comments. "Check this one again, Nancy," he said when he saw that she had written jumpping on her paper. Later he commented at lunch, "My kids just can't seem to get the rule straight. Either they forget about the long vowel so they double the consonant on a word like blow or they forget about two consonants at the end of a word like jump and they double the p. What do you do about it? If I spend more time on it, we won't get other ma­ terial covered." Terry Graham gives her high school chemistry class a one- or two-problem quiz every other day. As she scored the students' answers to a problem in which the mass of an ele­ ment in grams was converted to moles and number of atoms, she thought, "I need to do some more of these. They can convert moles to grams, but they can't go the other way." Marianne Generette's middle school math class was passing their pre-algebra homework in to her. They had exchanged papers, scored the homework, and gone over problems caus­ ing difficulty. "How many got all the problems right?" she asked the class. ASSESSING LEARNER UNDERSTANDING. 397 "Good!" she responded to their show of hands. "You get this stuff. Remember that we have a test on this whole chapter on Friday, but for now we're going to move on to sub­ traction of integers." In each of these examples, the teacher was trying to gather information about his or her students' achievement and progress. A seatwork assignment for Steve, a quiz for Terry, and homework in Marianne's case provided information to make instructional decisions, such as moving to a new topic in Marianne's class. Periodically, even the con­ scientious gathering of data results in uncertainty, which was Steve's problem. He was caught in the dilemma of concluding that his students didn't understand the rule but at the same time feeling the need to move on. CLASSROOM ASSESSMENT The information-gathering and decision-making processes these three teachers were involved in, called classroom assessment, is the focus of this chapter. These processes include ob­ serving students as they work, listening to their answers in discussions, and examining the results of teacher-made and standardized tests. They also include alternative as­ sessments, which directly measure studentpeiformance through real-life tasks (Worthen, 1993), such as having fourth graders write a letter, observing science students complete a lab activity, or seeing technology students design and use a spreadsheet. It involves decisions as well, such as assigning grades or choosing to reteach a difficult topic. When com­ bined, these elements make up a teacher's assessment system. Measurement and Evaluation Two important processes are involved in assessment: measurement, which includes all the information teachers gather aspart of the assessment process, and evaluation, which r~fers to the decisions they make on the basis of the measurements. Effective teachers gather information-take measurements-from a variety of sources, including traditional paper-and-pencil tests, homework, answers in class, and alternative assessments, such as first graders' handwriting samples. Assigning grades is the most common example of evaluation, and this is important, of course, but deciding when to give a quiz, what items will appear on it, and even when to move on to a new topic are also evaluation decisions. Formal and Informal Measurement. Teachers gather information when they listen to students' answers, notice uncertain looks on their faces, and see that some aren't paying attention. These are informal measurements, or measurements gathered in an incidental way. Formal measurement, in comparison, is theprocess ofgathering information in a sys­ tematic way, such as giving tests, quizzes, and homework to determine how much stu­ dents have learned. Both forms ofmeasurement are important to teachers. Decisions about grading and reporting should be based on formal measurements, but many of the decisions teachers make on an everyday basis are based on informal measurements. Deciding to call on an inattentive student, for example, is based on observing the student's behavior-an in­ formal measurement. 400 • CHAPTER 12 www.ablongman.com/kauchak4e The assessm.ents that the teachers in our introductory case studies used were eco­ nomical. Steve quickly wrote the words on the board and easily scored the responses. Terry only took minutes to prepare her chemistry problem, and Marianne had the stu­ dents score their own papers. In each case, the assessment took little valuable instruc­ tional time and required minimal teacher energy. Teachers' Assessment Patterns How do effective assessment practices vary from grade level to grade level? Teachers of elementary students: • Rely more heavily on performance assessments, where teachers gather and evaluate samples of students' work, such as samples of students' writing or solu­ tions to problems. • Depend heavily on commercially prepared and published tests, which help them simplify the demands on their time. • Include affective goals, such as "Works and plays well with others." Typical kindergarten progress reports, for example, will have a third or more of the cat­ egories devoted to personal or social growth. In the upper grades and high school, assessment patterns change: • Teachers rely less on published tests, choosing instead to prepare their own. • Teachers depend more heavily on tests than on performance measures for their assessments. • Objective tests, such as multiple choice and fill-in-the-blanks, become more popular than subjective measures, such as essay tests. • Emphasis on grades for cognitive performance increases, with correspondingly less emphasis given to affective goals. Let's examine these patterns in more detail. The lower elementary grades are characterized by considerable agreement about es­ sential content and skills. Commercially prepared tests are useful because a high degree of consensus about the curriculum exists. Later, the curriculum becomes more difieren­ tiated and idiosyncratic. One history teacher's approach and emphasis will be different from another's, for example, so commercially prepared tests no longer meet each teacher's needs. As a result, teachers tend to customize the assessment process by prepar­ ing their own tests. The press for simplification and time-efficient assessment is true for all teachers; teachers use assessment items that are easy and quick to score. Analysis of nearly 400 teacher-made tests encompassing thousands of test items found (Fleming and Cham­ bers, 1983): 1. Just over 1 percent of all teacher-made test items were essay questions. 2. The most frequently used item format was short answer, such as: Which two planets in our solar system have orbits that overlap? What is the primary climate region in Spain? 3. Matching items were the next most commonly used by teachers. I 4e 0­ es. ;u­ lC­ ; of ilu­ cat- e igly It es­ egree eren­ erent each epar­ :hers; ," 400 ham- ASSESSING LEARNER UNDERSTANDING. 401 4. Nearly 80 percent of all test items measured knowledge of facts, terms, rules, or principles, with few items measuring students' ability to apply this knowl­ edge. Middle school and junior high school teachers were the worst offenders. Nearly 94 percent of their items were written at the knowledge level, com­ pared to 69 percent for both elementary and senior high teachers. 5. Once items are constructed, teachers tend to reuse them without analysis and re­ vision (Gullickson and Ellwein, 1985). Why do these patterns exist? There are two primary reasons. The first is the need for efficiency and simplicity, and the second is a lack of knowledge about effective as­ sessment procedures and feelings ofinadequacy about their assessment capabilities (Plake and Impara, 1997). With these factors in mind, the research findings are not surprising. Teachers write recall questions because it is easiest to write and score items at this level. When the efforts of constructing and scoring items are combined, the easiest formats to use are short an­ swer and matching. Essay questions, while easy to construct, are extremely difficult to score, and teachers are notoriously inconsistent in comparing one student's essay to an­ other's. Evidence indicates that even the physical attractiveness of the writer and pen­ manship can influence essay scoring (Bull and Stevens, 1979). In contrast, multiple-choice items are easy to score, but good ones are difficult to construct; true-false questions, while appearing easy to prepare on the surface, are actu­ ally very demanding if prepared well. This, in combination with the Widespread criti­ cism of the format (i.e., the ease of guessing), explains why true-false is not widely used. In addition to greater use of teacher-made tests, at the upper levels there is also greater emphasis on grades, accountability, and quality control. At the lower levels for­ mal grades (e.g., A, B, C) are often replaced with descriptive statements (e.g., "Can print all the letters of the alphabet clearly," or "Can count from one to ten orally"). Later, more emphasis is placed on the accountability and comparison aspects of grading. Measurement and evaluation differences also exist across subject-matter areas. Teach­ ers in science and social studies tend to use more objective assessments, while those in the language arts-including reading, writing, and speaking-make greater use of perfor­ mance assessments. It is easier to make up objective items in more convergent areas, whereas skill areas lend themselves more to performance assessments. Having examined teachers' assessment patterns, we turn now to ways that both tra­ ditional and alternative assessments can be made more effective. We begin with tradi­ tional assessment. USING TRADITIONAL ASSESSMENT PRACTICES TO PROMOTE LEARNJNG In this section, we look at how teachers can make testing more effective by the way they prepare their students for tests, administer the tests, and analyze the results. As we will see, these strategies apply to any item format and content area as well as most grade lev­ els. To begin, let's look at a seventh-grade social studies teacher preparing his class for a unit test. His goals for the unit were for students to understand the concept of culture, to apply it to various groups in Central America and Mexico, and to know basic facts about these countries. 402 • CHAPTER 12 www.ablongman.com/kauchak4e Andy Robinson is finishing his unit on Mexico and Central America. "Okay, everyone," Andy begins, "listen carefully, now. We finished with our study of Central America and its cultural traditions. I've reminded you since last Wednesday that we're having a test tomorrow." "Oh, Mr. Robinson, do we have tor Sheila groaned in mock protest. "Too bad. Mean Mr. Robinson gives a test every week," Andy smiled back at Sheila. 'Just think. We have it tomorrow, l'll give it back to you on Friday, and I'll even give you the weekend off." "ALL RIGHTI" the class shouted. Andy held up his hand to settle them down and continued, "Now, let's think about the test. First, let's talk about some individual items; then l'll give you an overview of the test. I'm going to ask you to think extra hard with some of the questions, but you've all been working hard, and I know you'll do well. Every time you've had a tough test, you've tried harder and done better." He continued, "We've been comparing cultures, and I want you to get more practice in making those comparisons, plus I want you to keep working on writing clearly. Take a look at this," Andy said, displaying the following paragraphs on the overhead projector: Read the description, and identify (in the example) the characteristics of culture that were discussed in class. Jorge (pronounced Hor-hay) is a small Mexican boy who is growing up on a farm in the mountains outside Mexico City. He rises early, goes to the small chapel in his home for his morning prayers, and then breakfasts on a large meal of beans and corn tortillas made from the products of the family farm. His mother always asks him if the Virgin Mary gave him her blessings, and Jorge always says, "Yes," with a smile. Jorge walks to school a mile down the dusty road. He leaves as his father goes out to cultivate the corn that is the primary source of income for the family. Jorge's mother then milks the goats and turns the rich cream into delicious butter and cheese. In the early afternoon, Jorge comes home from school, and the family talks qui­ etly in their dialect, which is Spanish with some influence from the Aztecs. As the day cools, Jorge often plays soccer with boys in the nearby village while his father strums his guitar and his mother hums the rhythmic Latin melodies they all love. They go to bed shortly after sunset to prepare for the next day. "Read the example carefully, take out a piece of paper, and answer the question that is given in the directions," Andy continued after waiting for a few moments. After about 10 minutes, Andy began, "Someone tell me what they wrote as a response." "It says in the example that they eat beans and tortillas, and we discussed the food a group eats as part of their culture," Karim responded. "Yes, good, Karim," Andy praised. "Notice, everyone, that Karim didn't just say 'food: but instead identified the specific foods they eat in the example. This indicates that he is re­ lating the information in the example to what we discussed in class." The class went on, with students identifying the religion, type of work, and recreation in Jorge's family. "They're in good shape:' Andy thought as he listened to their analysis. He went on, "That's all very good. Now, on the test tomorrow, you're going to have to do something like this. Remember, when you write your responses, you're going to have to relate the ex­ ample to what we have discussed in class, just as we did with Jorge and his family." r ASSESSING LEARNER UNDERSTANDING. 403 He continued, "You're also going to need to know different countries' climates, nat­ ural resources, and physical features as well as being able to locate them on a map and identify their capitals. For example, what country is this?" he asked, pointing to an outline map of Nicaragua. "Miguel?" "Nicaragua!" Miguel responded instantly. "Give us another example," the class requested. "Okay," Andy smiled and displayed the following on the overhead: We are about 17 degrees north of the equator and are about in the middle of this country. We are in the most populous country in Central America. Most of the people here are of Indian or mixed European and Indian descent. This descrip­ tion best fits: a. Belize b. Guatemala c. Honduras d. Mexico "What is the answer? Marinda?" Andy asked. "It's Guatemala," Marinda said nervously after some hesitation. "Yes, excellent, Marinda!" Andy encouraged, knowing that Marinda appeared to be genuinely nervous in anticipating tests and frequently missed them, the following day pro­ ducing a note saying she had been sick. "Now tell us why it's Guatemala," Andy contin­ ued. "Sue?" "First, 17 degrees only goes through sort of the middle of Guatemala and Belize," Sue responded. "Also, Guatemala is the most populous country in Central America, and most of the people are of Indian descent," Martina added. "Now, l'd like to share with you an outline that I used in preparing the test. It should give you a clear picture of how to spend your study time." With that, he displayed Figure 12.1 on an overhead. "Will the essay question be like the one we practiced on, Mr. Robinson?" asked Antonio. "Good question. Yes, the same format, but I'll give you different information to work with," Andy answered, concluding his review. Type of Item Facts about Countries: Capitals Climate Natural Resources Physical Features Cultures of Countries Cultures of Countries an J! r~ {e. { Test Content Matrix Fill-in-the-blank Multiple choice 25 questions x 1 = 25 points Short answer 3 questions x 5 = 15 points Essay 10 Points 404 • CHAPTER 12 www.ablongman.com/kauchak4e Let's look now at what Andy did and relate this to what research tells us about ef­ fective testing. Preparing Students As he prepared his students for the test, Andy did three things that helped his students achieve at their best: (1) he specified precisely what the test would cover; (2) he gave them a chance to practice the kinds of skills they would be expected to demonstrate when they took the actual test; and (3) he established positive expectations in his stu­ dents as they prepared for the test. These factors work in combination with each other to ensure the best possible results. Let's look at each now. Specifying test content offers security for students by providing a structured set of content and skills to be mastered (Carrier and Titus, 1981). Further, it can help reduce test anxiety (Everson, Tobias, Hartman, and Gourgey, 1991). Andy specified skills stu­ dents would have to demonstrate when he said he wanted them to practice making comparisons, and provided structure when he said they would "need to know different countries' climate, natural resources, and physical features ...." In addition, he shared an overview of the test, including major content to becovered and the types of items to be expected. This outline, called a table of specifications, serves two functions. First, it helps teachers systematically plan their tests. A cross grid with con­ tent on one axis and item type or level (e.g., high versus low or knowledge versus ap­ plication) on the other ensures that the test accurately reflects the teacher's goals and instruction. Aligning the test with instruction increases validity. Just describing what students need to know may not provide sufficient guidance for some students (particularly those in middle school or younger), so Andy did not stop at that point. In addition, he illustrated the description with sample exercises that paral­ leled those they would experience on the test. He offered a practice essay item and also provided practice with a multiple-choice format. Ensuring that students understand a particular format is important. When students take a test, two things are always being measured-their understanding of the content being covered on the test and their abil­ ity to respond to the format being used. If the second task interferes with the first, the validity of the test is reduced. Practice with anticipated assessment formats can increase students' test-taking skills, which in turn reduces the impact of the format on students' performances. These pos­ itive effects have been confirmed with young children (Kalechstein, Kalechstein, and Doctor, 1981) and with cross-cultural groups (Dreisbach and Keogh, 1982). Positive teacher attitudes and expectations about the test are also important. Andy established high expectations when he said, "I know you'll do well. Every time you've had a tough test, you've tried harder and done better." Research examining two decades of studies on the relationship between expectations and performance concluded that teacher expectations can positively influence student test performance (Good, 1987). Reducing Test Anxiety. Test anxiety is a relatively stable, unpleasant reaction to testing situ­ ations that lowers peiformance. Experts suggest that test anxiety consists of two components (Pintrich and Schunk, 1996). The emotional component can include increased pulse rate, dry mouth, feelings of fright, and even "going blank." Its cognitive or worry component in­ ASSESSING LEARNER UNDERSTANDING. 405 volves thoughts about failure, concerns about parents being upset, or being embarrassed by a low score. As they're taking a test, test-anxious students tend to be preoccupied with test difficulty, which interferes with their ability to focus on individual items. Test anxiety increases when: • • • • r g It te -0 I­ )­ td Jr at J- Tests contain unfamiliar items or formats. High pressure to succeed exists. Time limits are imposed. Learners perceive the content or test as difficult (Wigfield and Eccles, 1989). Unannounced tests and pop quizzes have an especially adverse effect on test anxiety (Saigh,1984). Teachers can help reduce test anxiety (Everson et al., 1991), and particularly the worry component (Pintrich and Schunk, 1996), if they • Use criterion-referenced noncompetitive measures (we discuss criterion refer­ encing later in the chapter). • Avoid comparing students to each other, such as announcing test scores and grades. • Increase the frequency of quizzes and tests. • Teach students test-taking skills. • Discuss test content and procedures prior to testing. • Give clear directions and be sure students understand the test. • Provide students with enough time to take tests. Administering Tests To illustrate effective test administration procedure, let's again join Andy and his students. so la Ilg il­ he Ils, )s­ nd dy 've ies hat iru­ :nts ate, m- Andy came in the classroom before his students arrived, and even though his room is quite crowded, he moved the desks as far apart as possible and had them ready when students walked in. He opened a window and then changed his mind, reacting to the noise of a lawn mower outside. As the class poured into the room, he directed them to their seats, asking for their at­ tention. When everyone was looking at him, he instructed them to clear everything off their desks, as he passed out the tests. "Tear the last sheet off the back of the test and write your name on it. Do that right now. Now as you take the test, put all your answers on this sheet. When you're finished, turn the test over, and I'll come around and pick it up. Then begin the assignment written on the board. It's due on Tuesday. If anyone gets too warm as you're working, raise your hand, and l'II turn on the fan," he continued, referring to the large floor fan at the front of the room. "Work carefully on the test, now," he said with a smile. "You're all well prepared, and I know you will do your best. You have the whole period, so you should have plenty of time." Andy stood in the front corner of the room, scanning the class as his students worked. As he watched, he noticed Marinda periodically looking out the window for several sec­ onds at a time. Finally, he went over to her desk, looked at her paper, and whispered as he 406 • CHAPTER 12 www.ablongman.com/kauchak4e touched her shoulder, "It looks like you're moving along okay. Try and concentrate on the test a little harder now, and you'll do fine." Suddenly the intercom broke into the silence. "Mr. Robinson," the voice said, "Mrs. Brown [the principal] needs to see you for a moment. Could you come down to the office?" 'Til come down at the end of the period," Andy replied to the box. 'T m in the middle of a test right now." "Thank you," the voice responded, as the intercom went silent. As students finished their papers, Andy moved to their desks, picking up the tests and stacking them on a table in front of the room. Students then began the assignment Andy had referred to just before they began taking the test. Now let's look at how Andy handled the administration of the test. He got to the room early and arranged the seating in advance to ensure as much distance as possible between the desks, and he arranged the overall physical environment to minimize dis­ tractions, such as the lawn mower outside. Distractions can affect test performance, es­ pecially for younger and low-ability students. Teachers administering standardized tests often deal with this problem by hanging a sign on the closed door. Andy waited until he had everyone's attention and then gave specific directions for taking the test, collecting the papers, and doing an assignment after finishing. As stu­ dents progressed with the test, Andy carefully monitored their behavior. When he no­ ticed that Marinda seemed distracted, he went to her, offered encouragement, and urged her to increase her concentration. As the test progressed, he stayed in the room and refused to go to the main office until after students were finished. Unfortunately, cheating is part of classroom reality, and some students will cheat if the opportunity presents itself. However, external fac­ tors, such as the teacher's leaving the room and the emotional climate of the class, con­ tribute more to student cheating than the inherent characteristics of the students themselves (Blackburn and Miller, 1SlSISI). Examining Results To see how Andy Robinson dealt with the results of his test, let's return to his class once more. Friday morning the students filed into the room and asked as they came in, "Do you have our tests finished yet?" "You know I do," Andy responded. "I was up half the night scoring them." "How did we do?" "Mostly well, but there were a few problems, and I want to go over them this morn­ ing, so when you have another test it won't happen again," he replied quickly handing the students back their tests. "What does this mean that you wrote on my paper, 'You identified recreation as a part of culture, but you didn't say what it was in the example'?" Sondra asked from the back of the room. "Remember on Wednesday we said that you needed to identify both the characteristic and the example of it from the description, like soccer and music from the example with Jorge that we analyzed," Andy responded. "Antonio swam, dived, and fished, and you r ASSESSING LEARNER UNDERSTANDING. 407 needed to say that in your essay. We'll discuss the essay question in a bit, but let's start from the beginning of the test." "A number of you had trouble with item 15," he continued. "Many of you took choice c. What is the correct answer? ... Ann?" Andy then discussed several of the items, in each case describing what was wrong with the incorrect choices. He discussed the essay question in detail and finally said, "l have placed two exceptionally good essay responses on the board for everyone to exam­ ine. We'll discuss these tomorrow. I will be here after school today and tomorrow morn­ ing before class. If you have any other questions, come and see me either time." With that, he gathered up the tests, putting his original copy with notes for revising several of the items in a special file folder, and began his lesson for the day. 5­ ~­ srs or u­ 0­ nd ice iry, ac­ )n­ -nts .nce Let's turn now to Andy's actions after he administered the test. First, he scored and returned the test the following day; second, he discussed the test; and finally, he made positive comments about students' performance. All of these behaviors have positive ef­ fects on achievement. Students need to receive feedback on their work, whether it be a test, quiz, or homework, and this feedback should occur as soon as possible. In discussing the test, Andy carefully reviewed the items the students had most commonly missed, providing corrective feedback in each case. In discussing objective items, the teacher should explain incorrect answers, if missed by a large number of students (Linn and Gronlund, 2000). Correct items can be skipped over unless the information is important for later study. This uses class time efficiently. For the essay questions, Andy provided specific feedback in the cases of incorrect or incomplete answers. In addition, he displayed examples of excellent responses (with the students' names removed) for students to read. Finally, Andy made positive comments about the general performance of the class on the test. Research on Classroom Testing: Implications for Teachers Research on effective testing suggests several implications for teachers: 1. Test thoroughly and often. Be certain that as much information as possible is gathered about each student. Although they are sometimes controversial, paper­ and-pencil tests, used properly, provide an important source of information for teachers (Worthen, 1993). While they should not be the only form of measure­ ment, not using them on the grounds of potential damage to students simply has no support in the research literature (Stiggins, 2001). 2. Be certain that instruction and testing are aligned; the topics and content empha­ sized in class should be the same ones emphasized on the test. 3. During instruction and review sessions, give students a chance to practice on the kinds of items they will encounter on the test. 4. After you give a test, hand it back to students as soon as possible, carefully review commonly missed items, and then collect the copies again (Linn and Gronlund, 2000). Teachers don't have time to keep creating new test items; the learning de­ rived from review of the test comes primarily from the discussion and not from the students' having the tests available for further review. 408 • CHAPTER 12 vvww.ablongman.com/kauchak4e 5. File a copy of the test, write notes on the copy, and revise the items that may have been misleading. 6. Choose an objective format, such as multiple choice, for outcomes that can be ef­ fectively measured with these items. Use essay items when you want to measure student ability to organize and present information or make and defend an argu­ ment. Keep essay items relatively short and describe clearly what the essay is to contain (Stiggins, 2001). 7. Establish positive expectations for students as they anticipate the test. Tests need to be constructed so that students have an opportunity to demonstrate what they've learned. The key is to establish positive expectations and then manage to have the class meet them, an outcome that in turn reinforces similar expectations for subse­ quent tests. This concludes our discussion of effective use of traditional assessments. In the next section, we examine alternative assessments, which are being increasingly emphasized in our schools. ALTERNATIVE ASSESSMENT While traditional assessment formats remain popular, they are being increasingly criti­ cized for the following reasons: • Traditional testing focuses on knowledge and recall of information. • Traditional tests provide little insight into the way learners are thinking. • Traditional tests don't assess students' ability to apply their understanding to real world problems (Herman et al., 1992; Marzano et al., 1993). In response to these criticisms, alternative assessments are being emphasized. These assessments directly measure student peiformance through real-life tasks (Herman et al., 1992; Worthen, 1993). Some examples of alternative assessments include: • Writing an editorial commentary for the school newspaper • Compiling a portfolio of writing samples produced over the year with student evaluations of strengths and weaknesses • Designing and constructing a study desk in a woodworking class • Writing and illustrating a book for young readers In addition to products, such as the editorial, the desk, or the book, teachers want to examine learners' thinking as they use alternative assessments (Gronlund, 1993). Let's look at two forms ofalternative assessments, peiformance assessments and porifolios. Performance Assessment I A middle school science teacher notices that her students have difficulty designing and con­ ducting simple science experiments (such as determining which brand of aspirin dissolves faster, as we saw in Chapter 10). r e e o e xt ill ti­ ed. al., ASSESSING LEARNER UNDERSTANDING. 409 A health teacher reads in a professional journal that the biggest problem people have in ap­ plying First aid is not the mechanics per se, but knowing what to do when. In an attempt to address this problem, the teacher has a periodic unannounced "catastrophe" day. Students entering the classroom encounter a catastrophe victim with an unspecified injury. In each case, they must First diagnose the problem and then apply First aid interventions (Eggen and Kauchak, 2001, p. 609). These teachers are using performance assessments to gather information about their stu­ dents' thinking. Performance assessments ask students to demonstrate their knowledge and skill by carrying out an activity orproducing a product. Let's look now at the procedures teachers employ when they use performance assessmen ts. Designing Performance Assessments. Experts identify four steps in designing perfor­ mance assessments (Gronlund, 1993): (1) specifying desired outcomes, (2) selecting the focus of evaluation, (3) structuring the evaluation setting, and (4) designing evaluation procedures. SPECIFYING DESIRED OUTCOMES. The first step in designing any assess­ ment is to develop a clear idea of what you're trying to measure. A clear description of the skill or process helps students understand what is required and assists the teacher in designing appropriate instruction. An example in the area of speech is outlined in Fig­ ure 12.2 (based on work by Gronlund, 1993). SELECTING THE FOCUS OF EVALUATION. Having specified performance outcomes, teachers next decide whether the assessment will focus on processes or prod­ ucts. Processes are often the initial focus, with a shift to products after procedures are mastered (Gronlund, 1993). Examples of both processes and products as components of performance assessments are found in Table 12.1. STRUCTURING THE EVALUATION SETTING. The value of performance assessments lies in their link to realistic tasks; ultimately, teachers want students to apply at t to lios. Oral Presentation 1. Stands naturally. 2. Maintains eye contact. 3. Uses gestures effectively. 4. Uses clear language 5. Has adequate volume. 6. Speaks at an appropriate rate. 7. Topics are well organized. __ 8. Maintains interest of the group. r~ (Z.Z Performance Outcomes in Speech 410 • www.ablongman.com/kauchak4e CHAPTER 12 . [ rum ~ Ii? I PROCESSES AND PRODUCTS AS COMPONENTS OF PERFORMANCE Content Area Product Process Math Correct answer Problem-solving steps leading to the correct solution Music Performance of a work on an instrument Correct fingering and breathing that produces the performance English Composition Essay, term paper, or composition Preparation of drafts and thought processes that produce the product Word Processing Letter or copy of final draft Proper stroking and techniques for presenting the paper Science Explanation for the outcomes of a demonstration Thought processes involved in preparing the explanation the skill in the real world. Time, expense, and safety may prevent realistic measurement procedures, however, and intermediate steps might be necessary. For example, in driver education the goal is to produce safe drivers. However, putting students in heavy traffic to assess how well they function behind the wheel is both unrealistic and dangerous. Alternate assessment options exist that vary the amount or degree of realism. For example, at the low realism/high safety end of the continuum students can respond to written cases or use a simulator. At the high realism/low safety end of the performance continuum they can actually drive, first in parking lots and quiet roads and ultimately in rush hour city traffic. DESIGNING EVALUATION PROCEDURES. The final step in creating perfor­ mance assessments is to design evaluation procedures. Reliability is a primary concern. Well-defined criteria in the form of scoring rubrics, similar to those used with essay items, increase both reliability and validity (Mabry, 1999; Stiggins, 2001). Clearly writ­ ten criteria provide models of excellence and performance targets for students (McTighe, 1996/1997). Effective criteria have four elements (Herman et al., 1992; Messick, 1994): 1. One or more dimensions that serve as a basis for assessing student performance 2. A description of each dimension 3. A scale of values on which each dimension is rated 4. Definitions of each value on the scale Let's look now at three further alternate ways to evaluate learner performance: (5) systematic observation, (6) checklists, and (7) rating scales. Systematic observations involve describing learners' peiformances based on preset crite­ ria. For example, the science teacher attempting to teach her students inquiry skills might identify the following criteria. a. Specified the problem b. Stated hypotheses ASSESSING LEARNER UNDERSTANDING. c. Identified variables d. Gathered, organized and displayed data e. Used data to assess the hypotheses The teacher's notes as she observed students designing experiments would then be based on the criteria, increasing their reliability and providing feedback for students. Checklists are written descriptions of dimensions that must bepresent in an acceptable per­ formance and extend systematic observation. When checklists are used, students' perfor­ mances are simply checked off rather than described in notes. For example, the science teacher wanting to assesslearners' inquiry abilities might prepare a checklist such as the one that appears in Figure 12.3. (Notes could be added if desired, which would then combine elements of both checklists and systematic observations.) Checklists are useful when behaviors either do or don't exist, such as item 3, "Iden­ tified controlled variables." In cases such as item 7, "Assesses hypotheses in written form," the results aren't merely present or absent; some assessments of hypotheses will be better than others. This leads us to rating scales. Rating scales are written descriptions of dimensions and scales ~f values on which each dimension is rated. They allow a better assessment of quality than is possible with checklists. A sample rating scale, based on the checklist in Figure 12.3, is illustrated in Figure 12.4. Although they are labor intensive to construct, rubrics that are used as a basis for mak­ ing decisions should be constructed for each of the dimensions. For example, definitions t .. ~- Is 411 1. 2. 3. 4. 5. 6. 7. Stated problem Stated hypotheses Identified controlled variables Identified independent and dependent variables Makes three measurements of dependent variables Organizes data in a chart or table Assesses hypotheses in written form r~ (2.3 Checklist for Assessing Inquiry Rate each item. A rating of 5 is excellent, and a rating of 1 is poor. 1. States problem clearly. 2. States hypotheses clearly. 3. Controls variables effectively. 4. Uses effective data gathering techniques. 5. Presents data effectively. 6. Draws appropriate conclusions. .. 5 5 5 5 5 5 Fm/llm r~(2.9 Rating Scale for Assessing Inquiry 4 3 2 4 3 2 4 3 2 4 3 2 4 3 2 4 3 2 412 • www.ablongman.comlkauchak4e CHAPTER 12 ofvalues, such as the following, might be used to evaluate whether the problem was stated clearly. Rating = 5 Problem is clear and complete. It indicates that students under­ stand both the content and the importance of the problem. It provides a basis for hypothesizing solutions. Rating = 4 Problem is reasonably clear. It is appropriate, but more significant problems exist with respect to the topic. A clear basis for hypoth­ esizing solutions is provided. Rating = 3 The problem is stated somewhat ambiguously. The basis for hy­ pothesizing solutions isn't clear. Rating = 2 The statement isn't in the form of a problem. Understanding of the problem and its significance isn't indicated in the statement. Rating = 1 No problem stated. Definitions for each of the other dimensions in the rating scale would be written in a form similar to those above. Using these descriptions, observers can achieve acceptable levels of reliability for both student performance and products (Herman et al., 1992). Portfolio Assessment The use of portfolios, another form of alternative assessment, has the additional advan­ tage of involving students in the design, collection, and evaluation oflearning products. Portfolios are purposeful collections ofstudent work that are reviewed against preset criteria (Stiggins, 2001). Because they are cumulative, connected, and occur over a period of time, they can provide a motion picture oflearning progress versus the snapshots pro­ vided by disconnected tests and quizzes (Ziomek, 1997). The physical portfolio or col­ lection of students' products, such as essays, journal entries, artwork, and videotapes, is not the assessment; the portfolio assessment also includes the students' and teacher's judgments oflearning progress based on these products. Two features distinguish portfolios from other forms of assessment. First, portfolios collect work samples over time, reflecting developmental changes, and second, portfo­ lios involve students in design, collection, and evaluation. Some examples of portfolio assessments could include: • • • • Pieces of art produced throughout the grading period or year. Samples of math papers including computation and problem solving. Drafts of different kinds of essays in language arts Drawings and written explanations for the results observed in demonstrations and hands-on activities in science Portfolios should reflect learning progress. For example, different essays indicate changes that occur during a grading period, semester, or entire course. These samples can then be used in parent-teacher conferences and as feedback for the students themselves. When using portfolios, students should be involved in deciding what will be in­ cluded and how it will be evaluated. By involving students in these decisions, teachers help students become aware of options in assessing their own growth, which is another way of increasing learner self-regulation. ASSESSING LEARNER UNDERSTANDING. 413 One lower elementary school student had this to say about the learning progress re­ flected in a year-long portfolio: Today I looked at my stories in my writing folder. I read some of my writing since September. I noticed that I've improved some stuff. Now I edit my stories and revise. Now I use periods, quotation marks. Sometimes my stories are longer. I used to mis­ spelling words and now I look in a dictionary or ask a friend and now I write exciting and scary stories and now I have very good endings. Now I use capitals. I used to leave out words and write short simple stories. (Paulson et al., 1991, p. 63) Through the process of self-analysis and evaluation students become more aware of their own growth as learners. ACCOMMODATING DIVERSITY: REDUCING BIAS IN ASSESSMENT As we've seen throughout this text, the diversity in our students influences our planning and the learning activities we conduct. This is true of assessment as well. We may have students, for example, who aren't familiar with the standard assessment practices of the school, such as multiple-choice or true-false formats. They may not understand the purposes of assessment, they may lack test-taking strategies, and may even have difficul­ ties with the English language. Teachers can respond to differences in students' assessment backgrounds in severa] ways: r f t r • Provide practice with test taking • Teach test-taking strategies • Consider use oflanguage in items • Make provisions for nonnative English speakers Provide Practice with Test Taking For students who are unfamiliar with test-taking routines, providing practice with dif­ ferent items, as Andy Robinson did with his students, can be particularly effective. Clearly communicating the importance of assessments is essential because some stu­ dents, such as Native Americans, may not understand how assessment influences learn­ ing (Deyhle, 1987). In addition, teaching specific test-taking strategies can be helpful. Teach Test:raking Strategies Teaching test-taking strategies helps students improve their performance through aware­ ness and understanding of test-taking demands. Some specific strategies include: • Reacting to different testing formats • Efficient use of time • Carefully reading directions For strategies to be most effective, teachers need to remind students about strategies as tests and individual items are discussed. For example, in multiple-choice items, one 414 • CHAPTER 12 www.ablongman.comlkauchak4e or two of the choices will often directly contradict the stem, and can therefore be elim­ inated. Reducing the choices to a plausible two is an effective strategy. When faced with essay items, preparing a brief outline is a simple strategy that can be used to increase the logic and organization of the response. Reminding students of these strategies and illus­ trating them can significantly improve learners' performance, particularly with young, low-ability, and minority students who have limited test-taking experience (Anastasi, 1988; Mehrens and Lehmann, 1987a). Consider Use of Language in Items With students from diverse cultural backgrounds, confusing or unfamiliar language is al­ ways a possibility For example, students may have problems with items that take certain knowledge for granted, such as familiarity with American sports, common forms of trans­ portation, historical figures, or music and other elements of U.S. culture (Cheng, 1987). This problem has no easy solution, but being aware of and sensitive to the possibil­ ities of unfamiliar content are beginning points. Also, encourage students to ask ques­ tions during tests, and give students opportunities to discuss the items on tests when they are handed back. Make Provisions for Nonnative English Speakers What if the next exam you take for one of your classes was written in Spanish? For most of us, this would be very difficult. Many of our students encounter a similar difficulty in our classrooms when tests are given in their nonnative language. As with other poten­ tial forms ofbias in testing, easy solutions don't exist. However, some possibilities for ac­ commodating nonnative English speakers include the following: • Provide extra time to take the test. Allow students to take the test before or after school, using a translation dictionary. • Translate the test into students' native languages until their English proficiency lmproves. • If one is available, use an interpreter during tests. Each of these suggestions is designed to ensure, as much as possible, that test scores re­ flect actual achievement and not learners' familiarity with common background knowl­ edge or vocabulary. This increases validity and also provides the teacher with more accurate information about learning progress. DESIGNING AN ASSESSMENT SYSTEM While traditional tests and quizzes and alternative assessments are important, they don't represent the entire assessment system. In addition, an assessment system includes deci­ sions about grading and reporting and communication with students, parents, and school officials. We examine the design of the total assessment system in this section. Where to start? There are many decisions to make, such as the number of tests and quizzes, the kinds of assignments, the weight of each, and grading, that it is hard to know where to begin. ASSESSING LEARNER UNDERSTANDING. e h e T " 1, 1­ m 5­ 1. Ll­ ~s­ .n 1St in 1­ c­ 415 One way to begin is to analyze your teaching situation. What information are you expected to provide, and when is it due? Looking at a report card is a reasonable begin­ ning point. In analyzing a report card, try to answer the following questions: • What areas are evaluated? • How is student performance described (e.g., letter grade, percentage, or de­ scriptive statement)? • How frequently do grades need to be given? • How are affective dimensions like cooperation and following rules reported? • How are tardiness and absences reported? These may seem mundane, but we have encountered first-year teachers who were only weeks away from their first report cards and conferences with parents when they real­ ized they were expected to give grades in penmanship and citizenship, and they had to scurry to gather the necessary information! Talking to other teachers can help clarify existing practices and avoid pitfalls, and your principal can be valuable in explaining the school's and district's expectations. When you're done designing your assessment sys­ tem, you should be able to confidently defend the system to a parent or administrator (Loyd and Loyd, 1997). Once you understand what is expected of you, and knowing that your assessments should be valid, reliable, frequent, and efficient, you can begin designing your own system. Routines can be helpful in structuring your assessment system. The following rep­ resents one routine in elementary math: Monday: Tuesday, Wednesday: Thursday: Friday: Review last week's work; introduce new concepts Develop concepts and skills with daily homework Reinforce understanding; review for quiz Quiz Teachers who use a system like this one report that students like the structure that the routine provided. 1­ re n't Cl­ nd nd to Grades and Grading An essential part of assessment is some consideration of grades. You already know the form that these will take on report cards; your job now is to translate the various as­ signments, quizzes, tests, and alternative assessments into a comprehensive system. Two major ways of doing this are summarized in Table 12.2. A point system is straightforward; the importance of each assignment and quiz is re­ flected in the points allocated. Then these are added up and grades are given. Weighted scores are slightly more complex. Let's see how one system, using Steve Vockel's spelling exercises on the board as an illustration, might work. Suppose Steve wrote 10 words on the board and then scored students' papers. Now imagine that he gave another short ex­ ercise offive items and a third of eight items. In scoring these items, teachers typically con­ vert the raw scores to a percentage. A student who got 8 of 10 correct in the first case would have a score of 80 written in the gradebook; 2 of 5 in the second case would be a 416 • wvvw.ablongman.com/kauchak4e CHAPTER 12 - ~ {C.C WEIGHTED SCORES AND POINT GRADING SYSTEMS Point System Weighted Scores Every graded assignment or quiz is given a point value. These are then added up to provide a total score. Every assignment is given a letter grade and all grades are then weighted. Example: Example: Assignments (20 x 10 pts.) Quizzes (8 x 25 pts.) Tests (4 x 100 pts.) 200 200 400 Assignments (20) Quizzes (8) Tests (4) Total possible points 800 Total == 25% 25% 50% 100% Grade Range A B C D 750-800 700-750 650-700 600-650 score of 40; and 7 of 8 in the third case would be a score of 88. Teachers then typically find an average to arrive at the final score on which the student's grade is based. In this case, the student's average would be a 69, which in most grading systems is a D. In reality, however, the student responded to a total of 23 items, 17 of which he answered correctly. His actual percentage is 74-five points higher and a C in most grading systems. The problem with the system we just illustrated is that each of the exercises is given the same weight, even though the number ofitems is markedly different-l0, 5, and 8, respectively. If this system seems flawed, why is it so common? Two reasons are often given. First, it is simple, and as we have noted repeatedly, the need to simplify is powerful. Sec­ ond, both students and parents tend to prefer the percentage system because it is simpler and easier to understand for them as well. We have talked to teachers who have used the raw scores, converting to a percentage only at the end of a marking period, and later went back to the percentage system throughout because of pressure from students. Norm- and Criterion-Referenced Evaluation. In assigning grades within either system, teachers have two options. One, called criterion-referenced evaluation. uses preestab­ lished percentages or number totals for grades (e.g., 90-100, A; 80-90, B; 70-80, C; etc.). The advantage of this approach is that it communicates grading standards clearly and is noncompetitive; students compete only against the criteria. The alternative, called norrn­ referenced evaluation. compares students'peiformances to each other. Grading on the curve is an example. Because it deemphasizes competition and focuses on content mastery, most experts favor criterion referencing, and it is also the most common system in place in classrooms (Crooks, 1988; Maehr, 1992). Homework. Another major grading decision is how to handle homework. Research in­ dicates that hom.ework ean have a positive impact on learning (Cooper, 1989), but it provides little guidance about how to integrate it into an assessment system. A major issue here is accountability. Students should feel responsible for doing homework and should understand that homework is crucial to learning. They also need ASSESSING LEARNER UNDERSTANDING. - lIld 5% 5% 0"10 0"10 illy :his ity, tly. lIe me ely. en. ec­ iler 417 to be rewarded for conscientious efforts. Implementing a system that doesn't bury you under mounds of paperwork is the problem. Some options include: 1. Assign homework, grade it yourself, and record the scores. This is the best option for promoting learning, but it is demanding and time consuming. This option can be viable if you have an aide or a parent volunteer who can help with some of the routine work. 2. Assign homework, select samples from the assignment, have the students turn in those samples, and record the score on those problems. This is a compromise. The teacher scores the homework, but the amount is reduced. Students sometimes re­ sent having done all the homework and getting credit for only part of it. 3. Have students grade their own papers in class, and score all the homework as a group. This saves teacher time and gives students immediate feedback. However, it takes class time, is subject to cheating, and doesn't work for written work and projects involving higher level outcomes. 4. Assign homework, give the students credit for having done the homework whether or not it is correct, and then use class time to cover material students found difficult. This option has the advantage of allowing students to correct their own mistakes. However, students often don't try as hard when homework isn't ac­ tually scored. 5. Assign homework, collect it at random intervals, and score and mark it. This op­ tion reduces the teacher's workload, but the homework must be collected regu­ larly or students tend to stop doing it. 6. Do not grade homework, but give frequent short quizzes based on the material covered in the homework. This is effective with older and higher-achieving stu­ dents, who understand the links between homework and achievement. It is inef­ fective with low achievers and poorly motivated students. Which system should you adopt? We recommend that you talk to other teachers and experiment to find out what works best for you. the Iter Communication t it Communication is an integral part of an effective assessment system (Stiggins, 2001). At the beginning of the school year, you need to explain to students what is expected of them and share this information with parents. As information is gathered throughout the school year, it needs to be shared with both students and parents. Ways of doing this are the focus of this section. We have seen throughout this text how expectations influence learning. For posi­ tive expectations to increase learning, both students and parents must know what your expectations are--this is why effective communication is critical in an effective assess­ ment system. Further, researchers have documented the importance ofthe home-school partnership, and effective communication with parents is a critical dimension of this partnership (Epstein, 1990). Teachers use a variety of ways to communicate their ex­ pectations to parents and students. mg eed Written Communication. In the primary grades, communication may be more directly with parents than with students. As children get older, the communication is directed to -m, tab­ c.). d is m­ rye ~ry, ace fi­ 418 • www.ablongman.com/kauchak4e CHAPTER 12 both. The letter in Figure 12.5 is used each year by a fifth-grade teacher to communi­ cate expectations. At the junior high and high school levels, parents and students often are interested in the content of the course and how student work will be graded. One algebra teacher sent home the document shown in Figure 12.6 at the beginning of the school year. Dear Parents and Students, I am looking forward to an exciting year in fifth grade, and I hope you are too! In order for us to work together most effectively, some guidelines are necessary. They are listed below. Please read through the information care­ fully and sign at the bottom of the page. Thank you for your cooperation and help in making this year the best one ever for your youngster. Sincerely, Mrs. Kathy Mease Survival Guidelines 1. Follow directions the first time they are given. 2. Be in class, seated, and quiet when the bell rings. 3. Bring covered textbooks, notebook and/or folder, paper, pen, and pencils to class daily. 4. Raise your hand for permission to speak or to leave your seat. 5. Keep hands, feet, and objects to yourself. Homework Guidelines 1. Motto---I will always TRY, and I will NEVER give up! 2. I will complete all assignments. If the assignment is not finished or is not ready when called for, a zero will be given. 3. Head your paper properly---directions were given in class. Use pen/pencil---no red, orange, or pink ink. If you have questions, see Mrs. Mease. 4. Whenever you are absent, it is your responsibility to come in early in the morning (7:30-8:00) and make arrangements for makeup work. Class time will not be used for this activity. Tests are always assigned three to five days in advance---if you are absent the day before the test, you should come prepared to take the test because you will be expected to take it. 5. No extra credit work will be given. If you do all the required work and study for the tests, there should be no need for extra credit. 6. A packet of papers is sent home with the children each Tuesday. Please look them over carefully. If you have any questions or com­ ments, please feel free to call Lone Trail Elementary School (272-8160). I will return your call promptly. Again, my best wishes for a terrific year. (student) r~ IZ.5 Letter to Parents (parent) I .k4e ASSESSING LEARNER UNDERSTANDING. 419 nu­ Course Expectations ted her II. Course Description: This course explores basic algebraic concepts and appli­ cations, including a complete review of the number system. The main emphasis of the course is on solving linear and quadratic equations. I. Course Title: Algebra I III. Course Objectives A. To understand the basic terms and symbols used in the study of algebra. B. To perform the basic operations with signed numbers. C. To solve simple linear equations and inequalities in one unknown. D. To understand the graphical properties of linear equations. E. To perform basic operations with polynomials. F. To solve quadratic equations using factoring. G. To perform fundamental operations with algebraic fractions. H. To solve quadratic equations using the quadratic formula. I. To apply equation solving techniques to story problems. v, IV. lSe e - Learning Activities A. Daily assignments B. Teacher demonstration C. Class discussion D. Note taking and writing projects E. Peer tutoring F. Reviews G. Student demonstration V. Grading Procedure: Grades will be based on test performance, notebooks, daily assignments, and quizzes. Grades will be weighted as follows: Tests--40% Quizzes--40% Daily assignments--20% Final grades will be determined on the following scale: 93-100% A 65-72% D 85-92% B 0-64% F 73-84% C VI. Materials A. Text: Holt Algebra One, Holt, Rinehart and Winston publishers, 1996. B. Calculator: It is recommended that each student obtain a scientific calculator. C. Paper, pencil, and pen. D. Learning log. VII. Student Expectations A. Students must come prepared to class each day with their book, notebook, pencil and paper, and assignments. B. School policy states that four unexcused absences will result in failure. Make-up tests must be taken within three days of return from absence. Make-up assignments must be turned in on the second day of return from absence. No make-up quizzes will be given. The low quiz in each grading period will be dropped. C. To facilitate roll taking and grading, students are expected to sit in the seats assigned to them. D. Cheating will not be tolerated. Anyone guilty of cheating will receive a zero on the test. E. Courtesy and respect are expected to be shown at all times. This includes not eating during class, listening to the lecture, and staying on task. Stereos and headsets are to be left in students' lockers. I have read this document and understand the grading procedures and classroom rules. Please feel free to call the school at any time if you have questions or concerns (936-1148) . Student Parent --------------"'._,,"'----------------------------­ r~ IZ.6 Course Expectations in Algebra 420 • CHAPTER 12 vvww.ablongman.com/kauchak4e Note how the algebra teacher described (1) the content ofthe course, (2) instructional activities, (3) grading procedures and student requirements. These were addressed in a pos­ itive, businesslike manner and set the stage for a productive school year. We recommend a document like this at the beginning of the year. It is straightforward and informative and communicates not only positive expectations but also organization and competence. Open House. Most school systems have a scheduled open house at a specified date early in the school year. Parents are invited to attend, and at the middle and high school levels they move through an abbreviated schedule of a typical day's activities. Teachers describe their policies and expectations and invite input from parents. The written expectations teachers have are often distributed in these sessions. The image you project as a teacher is critical at this time. Because open house is often the only time you will see a parent during the year, the impression you make will be lasting. Proper dress, careful use of language and grammar, clear and neatly written communications, and a warm and pleasant but professional manner are all important in creating a good impression. Parent- Teacher Conferences. An additional opportunity to communicate expectations, grading policies, and student progress is through conferences where parents and teachers meet face to face. Some teachers have experimented with inviting students to these con­ ferences and have noted the benefits of students' being informed of and rewarded for their efforts in class. Suggestions for conducting successful parent-teacher conferences include: 1. Organize and prepare before the meeting. The files and records of each of your students should be readily available during the meeting. 2. Begin with a positive statement (e.g., "Mary is such a lively, energetic second grader"---despite the fact that she is about to drive you crazy.) This puts the par­ ent at ease and sets the stage for later comments. 3. Be factual in your statements and use supporting documentation. At the elemen­ tary level, this might consist of samples of the student's work; at the secondary level, it should include scores and averages on assignments and tests. 4. Listen carefully to parents' questions and concerns. This shows you care, and it provides you with information about the student. 5. To end the session, summarize the discussion and end on an optimistic note (e.g., 'Jim can learn math, and if we both encourage him on his homework, I'm sure we'll see a difference next report card."). Phone Conjerences. One of the most effective forms of communication is a simple phone call. They are effective for one important reason-they communicate that you care enough about a student to spend your personal time discussing problems or concerns about that individual in a one-to-one conference with a parent or caregiver. For this rea­ son, a negative or defensive reaction by parents is rare, and the outcomes of these con­ versations are almost always productive. Even better, a periodic phone call to tell about improved work or behavior can pay big dividends. Parents are rarely called when their child does something good, so a call with positive feedback can be very effective in pro­ moting a positive home-school partnership. Communication: Report Cards. We have all had experience with report cards. While the form varies, report cards at a given level generally communicate similar information. An excerpt from a report sent to the parents ofkindergarten children is shown in Figure 12.7. ~6"~ ':l oI (j) 0 ~. i= t-1 l""T u ::JI 0 i>.l I i-i ::J en ~ '"' ('D u ::J ('D qq ? 5..~O 'j1 ~o ~ ~.? ~ 9l :=. ::; :11 n; S' g 8~' s: g, ~ rt> ~ ~ P ""0 0.. 0 0.. i>.l 'f p.l ;:l ~~ KINDERGARTEN PROGRESS REPORT 2001-2002 MARKING KEY Name: Teacher: _ School: SOCIAL DEVELOPMENT AND WORK HABITS o - Outstanding _ _ 1 2 Attendance S - Satisfactory I - Improvement Shown N - Needs Improvement & - Not Evaluated 3 4 1 MATHEMATICS Is kind and courteous Listens attentively Counts objects 1, 2, 3, 4, 5, 6, 7, 8, 9,10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20 Uses socially acceptable language Correctly writes 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 Respects rules Accepts correction graciously Recognizes 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11,12,13,14,15,16,17,18,19,20 Respects rights of others Counts to 1 Reads color words: R 0 GR Y BL P BR BK WH Identifies and uses opposites Knows rhyming sounds Know directions (up, down, left, right) 2 3 4 MOTOR SKILLS Demonstrates large muscle control (hop, skip, jump, throw, catch, run, balance) Demonstrates fine motor control: Forms letters and numbers correctly Holds pencil and crayon correctly Traces over lines Can cut out geometric shapes ..(::. -1~ 12.7 Kindergarten Progress Report Total Days Tardy Recognizes shapes 06DOC=:>O Recognizes colors: R 0 GR Y BL P BR BK WH 4 3 Days Absent Works and plays well with others LANGUAGE READINESS ~ 2 Days Present 1 2 3 4 1 2 3 4 0 ~-- e:... III ::J ~ 422 • CHAPTER 12 www.ablongman.com/kauchak4e Notice that this report (1) includes affective and personal growth goals; (2) is based primarily on performance measures; and (3) uses an 0, S, I, N scale versus an A, B, C, D scale for reporting. On a form like this, there also would be space for some short written comments. Compare this kindergarten report to one used in the intermediate grades (Fig­ ure 12.8). We can see from this example that affective goals such as social behaviors and attitudes are still evaluated at the junior high level, but a separate scale is used. In addi­ tion, comparative information is provided in basic skills in the areas of absolute achieve­ ment, progress made during the quarter, and effort. As students progress into high school, less emphasis is placed on affective consider­ ations, and grades are often quantified in terms of percentages (see Figure 12.9). This latter point has strong implications for the kind of grading system the teacher designs, a point we made earlier. Interim Progress Reports. Report cards are commonly sent home every 9 weeks. Typ­ ically, schools also report progress at midterm as well. In some cases students get interim progress reports only when a student is experiencing difficulty, while in others all stu­ dents receive them. The purpose of the report is to provide feedback to both students and parents regarding progress, and they can be especially helpful if problems develop. Your school will have a form and a standard procedure for completing interim progress reports. USING TECHNOLOGY IN ASSESSMENT Because of its ability to store large amounts of data and process it quickly, technology is proving to be especially valuable in classroom assessment. Technology, and particularly computers, can serve three important and time-saving assessment functions (Newbyet al., 2000; Roblyer and Edwards, 2000): • Planning and constructing tests • Analyzing test data, especially data gathered from objective tests • Maintaining student records One theme of this chapter has been the value of frequent classroom assessment. Computers provide an efficient way to store these data, analyze them, and present them to students in an understandable way. These functions are summarized in Table 12.3 and discussed in the paragraphs that follow. Planning and Constructing Tests As we saw in earlier sections, constructing effective test items can be a difficult and time­ consuming task. The word processing capabilities of computers provide teachers with an effective tool for writing and revising individual items, and once items are written, computers are helpful for assembling them into a complete test. Initially, items focus on specific content or topics. Later, they can be grouped into similar item types and se­ quenced from easiest to hardest. This sequence helps reduce test anxiety by providing easy entry into a test. s· '" 0 n; ;.J.:::l IJQ7:::l?&7 !5 c, (j, S a'" "P i:l e t=. .... '< ~% ~. ~ .~, ;T I STUDENTID BEHAVIOR AND ATTITUDES Report Period 1 2 3 0 4 G: I ;:l ~ J" I It. ~ '"' '" I I 1 ACHIEVEME"" c PROGRESS, E AND EFFORT 1. Accepts responsibility 2. Follows directions (jj ~ 5 ciQ' D> :c e o « 0- ~ ~ I E ­~ ~ 5. Displays creativity 6. Is courteous and considerate of others Q) (fj (fj Q) E ~ in (fj @ 0, D> D> :c e w15 :c e ~ o e ~ :c c o « 0­ w « 0­ "" « 0­ w Reading Language Arts Handwriting Spelling 7. Uses time well 8. Works well in groups 9. Abides by school rules Mathematics 1--­ Health GCience BEHAVIOR AND ATTITUDES These behaviors are important to success in school. These factors reflect attitude toward school, self, and others. They have a direct bearing on the progress being made in the basic skills. E - Excellent Social Studies Satisfactory Performance Art" Needs Improvement Satisfactory Performance Music" Needs Improvement S - Satisfactory NI - Needs Improvement Phys. Ed: Satisfactory Performance Needs Improvement " Letter grades are not given in these subject areas due to the difficulty of precise measurement of acquired skills. ..t:>. ~ r~ {Z.O Intermediate Grade Report Card p... 4 3. Completes assignments on time 4. Shows judgment in use and care of materials 0> c Q) (fj (fj @ o n :4. 3 c Q) E (fj (fj @ p... 2 c Q) ~ I :l>. ­ (\) • REPORT CARD • ~ ~ NAME SCHOOL' STUDENT NUMBER ADDRESS PERIOD '--,-­ FROM THRU COURSE NAME CITY w G T TEACHER NAME HOMEROOM SCHOOL YEAR ZIPCODE I TEA NO. TELEPHONE 1ST 1ST 2ND SEM. GADCABS GRDCABS EXAM 2ND 2ND 4TH 3RD SEM. SEM. AVG. GRD CABS GRD CABS EXAM 1 M/J LIFE SCIADV 082 93A o 0 908 o 1 928 90B 2 M/J BAND 4 129 97Ao 0 **A 3 o 3 93A o 2 2ND SEM. AVG. YR. CREDIT AVG. EARNED 928 928 99A 97A o 3 95A o 3 96A 97A ALGE8RA o 2 029 96Ao 0 93A o 1 95A 918 S 3 918 S 2 918 93A 4 POL. SCIENCE 053 928 1 918 o 1 928 93A S 2 94AS 2 94A 93A 5 AM. LITERATURE 004 93AS 1 90B o 1 92B 89BS 2 93A S 2 918 918 6 MfJ PHYS ED2 101 96A S 0 97A 97A 97A S 1 94A 96A 96A r~ Ii? ~ High School Report Form 1 ~ 2 ~~ I'~ ASSESSING LEARNER UNDERSTANDING. 425 ~ {Z.~ ASSESSMENT FUNCTIONS PERFORMED BY COMPUTERS Function Examples Planning and construction Preparing objectives Writing and storing items Creating tests Printing tests Scoring and interpreting tests Scoring tests Summarizing results Analyzing items Maintaining student records Developing a class summary Recording results Preparing grade reports Developing student profiles Reporting results to students A number of commercially prepared software programs can assist in this process (e.g., Create a Test, Exam Builder, Test Writer, Test IT! Deluxe, Tests-Made-Easy, Quick Quiz, and Test Generator). They have the following capabilities: • Develop a test file or item bank of multiple-choice, true-false, matching, and short-answer items that can be stored in the system. Within a file, items can be organized by topic, chapter, objective, or by difficulty. • Select items from the created file bank either randomly, selectively, or by cate­ gories to generate multiple versions of a test. • Modify items and integrate these into the total test. • Produce student-ready copies and an answer key. E & t o 0. ~ (5 o ..c u C/l ~ f ~ ~ ! Analyzing Test Data Once administered, tests need to be scored and analyzed. A high school teacher with five sections of 30 students and a 40-item exam faces a logistical challenge---S x 30 x 40 = 6,000 individual items! Scoring and analyzing test data, converting scores to grades, and recording the grades can be enormously time consuming. Most schools now have computers that can machine-score or scan teacher-made tests. To use this time-saving feature, test items need to be placed in formats that can be transferred to machine-scored answer sheets (i.e., multiple-choice, true-false, matching). There are also a number of software programs available to machine-score tests (e.g., Test Scorer, QUickscore, and Test Analysis), and their average cost is around $200. These programs can: • Score objective tests and provide descriptive statistics such as test mean, median and mode, range, and standard deviation. 426 • www.ablongman.com/kauchak4e CHAPTER 12 • Generate a list of items showing difficulty level, the percentage of students who selected each response, the percentage of students who didn't respond to an item, and the correlation of each item with the total test. • Sort student responses by score, grade/age, or gender. A sample printout for a IS-item multiple-choice quiz given to a class of 3S students appears in Table 12.4. The printout identifies the item number, the number of stu­ dents who selected each choice, the correct answer, the statistical average for the quiz (mean), a measure of the spread of scores (standard deviation), and the middle score (median). The quiz was first machine scored, and the software program provided an immedi­ ate printout of the descriptive statistics and distribution of student responses. The dis­ tribution of responses is particularly useful in analyzing the quality of the items and possible student misconceptions. Though most teachers use a criterion-referenced rather than a norm-referenced system for assigning their own grades, the descriptive statistics included with the analy­ sis give an indication of the quiz's difficulty and class performance as a whole. For in­ stance, a mean of9.22 on a IS-item quiz suggests that the quiz was difficult for students, so some questions exist about (a) the students' understanding of the content, (b) the dif­ ficulty of the Items, (c) the quality of some of the items, or all three. This type of analy­ sis, together with teacher reflection and revision of test items, can improve the overall effectiveness of a teacher's assessment system. ~~~f#N~~ 7Jk IZ.Lf TI>'T.l&l'ftlWfjfjj:@H1W UwtiAWffifW W@liwrn _~_m&iW1wr 'JIiMiifI! COMPUTER ANALYSIS OF TEST RESULTS ITEM 2 3 4 0 A 34 0 0 13 0 0 0 2 30 C 5 6 7 8 y 10 30 1 0 4 0 0 4 0 0 8 19 13 27 3 1 11 34 4 11 21 17 2 33 5 7 5 0 13 E 0 0 0 0 20 0 10 0 2 3 Blank Responses 0 0 0 0 0 0 0 0 0 0 Correct Answer A D C C E A C C D C Total number of students processed: 35 Standard deviation: 2.084 Median: 09.00 0 0 0 Mean: 09.22 12 7 D Statistical analysis 11 13 14 15 8 1 1 0 0 6 16 10 28 3 0 18 17 6 17 0 0 0 0 7 0 0 0 D D C C C Ie o ts l­ iz re 1­ s­ Id ts, it:­ all - 15 6 3 17 7 1 ASSESSING LEARNER UNDERSTANDING. 427 Maintaining Student Records An effective assessment system frequently gathers information about student perfor­ mance from a variety of sources. If this information is to be useful to the teacher, it must be stored so that it is easily accessible. In addition, students need to know where they stand in the course to make the best use of their time and resources. Computers provide an efficient way of storing, analyzing, and reporting student assessments. One teacher commented: I keep my grades in an electronic gradebook. By entering my grades into an elec­ tronic gradebook as I grade papers, I always know how my students are progressing and exactly where my students stand in relation to each other. It does take a little time to enter the grades, but it makes my job easier during reporting periods. All I have to do is open my disk and record my students' grades on the grade sheet (Morrison et a!', 1999, p. 355). For teachers with some background in technology, general spreadsheet programs can be converted into individualized gradesheets (Forcier, 1999). Commercial software is available, and most of the programs designed to analyze individual test score data also have the following capabilities: • Begin a new class file for each class or subject. These can be stored by name and/or student identification number. • Average grades, create new grades, or change old ones, add extra credit. • Compute descriptive statistics such as the mean, median, mode, and standard deviation for any test or set of scores. • Translate numerical or raw scores into letter grades. • Record the type of activity and the point value for each activity. • Average grades on a quarterly, semester, and/or yearly basis. The amount of time and energy saved and the increased decision-making capability make computers an invaluable asset in the assessment process. This brings us to the end of this chapter and to the end of the text. We hope the information you have read and studied has been useful and practical. As we have seen, research has much to offer the classroom teacher, but only the teacher can translate this research into practice. We have seen how teacher judgment is a critical element in all the decisions teachers make. This should not be a matter of concern, for it is one of the characteristics that makes teaching a challenging profession. With sincere effort, you will make an important contribution to education-the most rewarding of professions. We hope this text contributes to your efforts. c Classroom Assessment. Classroom assessment includes the information teachers gather, called measurements, and the decisions they make about learning progress, which are termed evaluations. The process of assessment has both instructional and institutional functions. Effec­ tive assessment increases learning and provides information for students, teachers, par­ ents, and school and district administrators. 428 • CHAPTER 12 www.ablongman.conv'kauchak4e Effective assessments are valid when they are consistent with goals and learning ac­ tivities. They should also be reliable, which means they're consistent, and they should be practical, meaning they're efficient and usable. Using Traditional Assessment Practices to Promote Learning. Using traditional assessments effectively includes preparing students for tests, specifying what will be on the test, giving students a chance to practice with the content and format, and estab­ lishing positive expectations. During testing, effective teachers create a comfortable environment, carefully monitor students, and provide specific directions for taking the test and spending time afterward. Effective teachers also score and return tests promptly, discuss frequently missed items, and make generally positive comments about students' performance. Assessment should be an ongoing part of instruction. Teachers should take great care in preparing items, should test thoroughly and often, and should revise defective items. Alternative Assessment. Alternative assessments ask students to perform in ways sim­ ilar to performances that would be required in the world outside the classroom. Sys­ tematic observation, checklists, and rating scales can all be used to provide assessments that have acceptable levels of reliability. Portfolios-collections of students' work-which are then evaluated provide an addi­ tional form of alternative assessment. Portfolios have the additional advantage of allowing students' input into the selection and evaluation of materials included in the portfolio. Accommodating Diversity: Reducing Bias in Assessment. Teachers can accommo­ date learner diversity by providing practice with test-taking skills, being sensitive to lan­ guage and content that might be confusing to learners from different cultures, discussing test items after students have responded to them, and making special provisions for non­ native English speakers in administering and scoring tests. Designing an Assessment System. An effective assessment system takes into account tests, quizzes, homework, and other sources of information about student progress. Talking to school leaders and other teachers can help in designing your system. Communication needs to be an integral part of an effective assessment system. Pos­ itive and concrete expectations set the stage for future learning, and this information must be shared with both students and parents. Communication includes familiar prac­ tices, such as open house, parent-teacher conferences, report cards, and interim progress reports. One of the most effective is the simple practice of calling parents. It communi­ cates commitment to students as individuals and a teacher's willingness to spend per­ sonal time to help students. Using Technology in Assessment. Technology, and particularly computers, can help teachers reduce their workloads and use their time efficiently. Technology can be used in planning and constructing tests, analyzing test results, and storing and maintaining student records. ASSESSING LEARNER UNDERSTANDING. n ..... Alternative assessment Assessment system Checklist Classroom assessment Criterion-referenced evaluation Evaluation Formal measurement Informal measurement Instructional alignment Measurement 429 Norm-referenced evaluation Performance assessment Portfolio Rating scale Reliability Systematic observation Table of specifications Test anxiety Validity at re 1­ "S­ Its Ii­ Jg o­ n­ ng n­ mt ss, )s­ on As you've studied this chapter, you've seen how effective teachers design and implement assessments that gather accurate information and increase learning. Read the following case study now and consider how effectively the teacher implemented the ideas dis­ cussed in the chapter. Darren Wilson, an English teacher at Greenland Pines Middle School. teaches three sec­ tions of standard English and two sections of advanced English. We look in now as he be­ gins a unit on singular and plural possessives with one of his standard English classes. The tardy bell rings at 8:50 as Darren begins, "All right, listen, everyone.... We've had some practice in making nouns plural ... and today, we're going to begin studying possessives ... both singular and plural. Everybody turn to page 239 in your text. ...We see at the top of the page that we're dealing with possessives .... This is very important in our writing. We want to be able to write well, and this is one of the places where people often get confused.... So when we're finished with our study here, you'll all be able to use possessives correctly in your writing." He then wrote the following on the board: Add an apostrophe 5 to singular nouns or plural nouns that don't end in Add an apostrophe after the 5 5. if the plural noun doesn't end in 5. If a singular or plural pronoun is possessive, do not add an apostrophe. IC­ ess !li­ er­ elp .ed ng "Let's review briefly," Darren continued. "Who can spell the plural form of city for me?" "C-i-t-i-e-s," Horace volunteered. "Okay, good ... So what would be the possessive form of the word?" " ... Apostrophe after the 5," Marvella offered. "Yes," Darren smiled. "Good, now what is the plural form of child? ... Juanita?" " ... Children." "All right, make it possessive," Darren probed. " ... Ahh, 5 . . . no, ... apostrophe 5 . . . yeah, it doesn't end in 5." 430 • CHAPTER 12 www.ablongman.com/kauchak4e "Good thinking," Darren smiled. He then presented and had students discuss two more examples, and as they finished, he said, "Now let's look at some more examples .... Look on the overhead." Darren showed an overhead with 10 sentences including the following four: 1. 2. 3. 4. Did you get the card that belonged to Esteban? The plots of the stories were quite interesting. Joe owns a new car; the car is red. The breeze blew the hats of the women off. "Now," Darren continued, "rewrite the sentences in their possessive form, correctly using apostrophes.... That's your homework for tomorrow.... If you jump on it, you should be finished by the end of the period." On Tuesday, Darren first went over the exercises the students had completed for homework and then reviewed some additional examples where they had to create plural forms of nouns, make them possessive, and properly punctuate possessive pronouns. Near the end of class Darren announced, "Class, tomorrow we're going to have a test on all of this stuff; singular nouns, plural nouns, pronouns ... the whole works. You have your notes, so study hard ... Are there any questions? ... Okay, good. I expect you all to do well. I'll see you tomorrow." On Wednesday morning the students filed into class. As the bell rang, Darren picked up the tests and, amid some groans and murmurs, asked, "Everybody ready?" The test was composed of two parts. The first included 15 sentences that had to be rewritten, as the students had done with the homework exercises. They involved combi­ nations of singular nouns, plural nouns, and pronouns that had to be punctuated properly. The second part of the test directed students to write a paragraph that included at least one example of each rule for forming possessives. ':Just a reminder," Darren interjected before the students started working. "For the sec­ ond part of the test ... remember that the paragraph has to make sense. It can't just be a bunch of sentences on the paper." The students went to work and Darren watched, periodically walking up and down the aisles. Seeing that the period was half over and some of the students were only starting on their paragraphs, he announced, "You have 20 minutes left. Watch your time and work quickly. You need to finish by the end of the period." He continued monitoring, again reminding them to work quickly when 10 minutes were left and again when 5 minutes were left. 'Trang, Niksha, Nevella, and Rudy were hastily finishing the last few words of their paragraphs just as the bell rang. Nevella turned in her paper as Darren's third-period stu­ dents were filing in the room. "Here," Darren said. "This pass will get you into Mrs. Jeffrey's class if you're late.... How did you do?" "Okay, r think," Nevella said over her shoulder as she scurried out of the room, "ex­ cept for the last part. It was hard. I couldn't get started." 'TIl look at it," Darren said. "Get moving now." On Thursday and Friday Darren moved on to punctuating different kinds of clauses and phrases. He scored the tests over the weekend and returned the papers on Monday. As he handed them back, he said, "Here are your papers. You did fine on the sentences, ASSESSING LEARNER UNDERSTANDING. r4e 431 but your paragraphs need a lot of work. Why did you have so much trouble with them, when we had so much practice?" "It was hard. Mr. Wilson." "Not enough time." "l hate to write." Darren listened patiently and then said, "Be sure you write your scores in your note­ books.... Okay .... You have them all written down? ... Are there any questions?" "Number 8," Enrique asked. "Okay, let's look at 8," and he explained the item, finishing by saying, "Any others?" A sprinkling of questions went around the room, and Darren responded, "We don't have time to go over all of them. I'll discuss three more." He then responded to three students who seemed most urgent in waving their hands. He then collected their tests and moved on to the topic for the day. Questions for Analysis Let's look at Darren's lesson now based on the information in this chapter. In doing your analysis, consider the following questions. In each case, be specific and take information directly from the case study in doing your analysis. 1. Alternative assessment was discussed in the chapter. How effective was Darren's alternative assessment? 2. How well was Darren's instruction aligned? Explain specifically what could he have done to increase instructional alignment. 3. Preparing students for tests, administering tests, and analyzing results were dis­ cussed in the section on effective testing. How effectively did Darren conduct each part? If you believe one or more of the parts could have been conducted more effectively, describe specifically what he might have done. 4. Accommodating background diversity in learners is a theme of this text. How ef­ fectively did Darren's assessment accommodate the diversity in his students? 5. Identify the primary strengths and the primary weaknesses in Darren's teaching and assessment. Be specific in your analysis. 1. What advantages are there to establishing measurement routines? Are there any disadvantages to these routines? 2. Some have suggested that grades act as motivators. Do they work that way for you? What about the students you will teach? For what kinds of students will grades be the most motivating? The least motivating? How does age and grade level affect grades as motivators? 3. How does your specific teaching focus (e.g., subject matter or grade level) influ­ ence the kind of assessment instruments you will use? 432 • CHAPTER 12 www.ablongman.com/kauchak4e 4. Identify advantages and disadvantages of the following ways to assess student per­ formance. How does the concept of validity affect the selection of one compared to the other? a. Essay b. Short answer c. Multiple choice d. True-false e. Performance assessment 5. Consider each of the options for collecting, scoring, and using homework that we presented in this chapter. What advantages and disadvantages does each have in addition to those we listed? How does the type of student (e.g., younger vs. older, high ability vs. low ability) influence the effectiveness of any option? What other options for handling homework exist? 6. What kind of grading system, norm- or criterion-referenced, do you prefer? Why? Do you think your choice is similar to the preferences of the students you will be teaching? 1. Analyzing an Assessment System. Analyze the assessment system for the course in which you are using this book. Comment on the following dimensions: a. Type of evaluation instruments used (e.g., objective vs. performance assessment) b. Validity c. Frequency d. Course expectations e. Norm- or criterion-referenced grading How do each of these influence motivation and learning? 2. Report cards. Examine a report card. a. How are grades reported? b. How often are report cards given? c. In addition to content areas like social studies and science, what other areas (e.g., citizenship) are evaluated? What challenges does the report card present to you as a teacher? 3. District Evaluation Policy. Is there a document summarizing your district's or school's evaluation policy? If so, examine it and answer the following questions: a. Is there a statement of philosophy? If so, summarize the major points. b. How are parents involved in the process? c. What are each teacher's individual responsibilities? d. How do Ds and Fs influence promotion? e. What is the relationship of grades to extracurricular activities? f. How are unexcused absences and tardiness treated? What challenges will you encounter integrating these policies into your classroom assessment system? ASSESSING LEARNER UNDERSTANDING. t4e d 433 4. 'Test administration. Observe a teacher administering a test or quiz. How did the teacher deal with the following issues: a. Expectations b. Directions c. Feedback d. Grades e. Makeups What suggestion do you have to make this process more effective? we er, • • t) 5. Homework. Interview a teacher to see how the following are handled: a. Correcting b. Grades c. Late or missing d. Makeups for absences How do you plan to implement homework in your classroom? 6. Record Keeping. 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Abel, M., 190 Adams,R., 198 Airasian, P., 235, 398 Albanese, M., 336 Alexander, K., 6 American Association for the Advancement of Science (AAAS), 10 Anastasi, A., 50, 414 Anderson, B., 174 Anderson, 1., 369 Anderson, R., 129 Anderson, T., 388 Arends, R., 313 Armstrong,T.,52 Atkinson, R., 343 Ausubel, D., 383 Babad,E.,133, 137 Baker, 1., 341 Bandura,A., 131, 132,363 Bangert-Drowns, R., 398 Banks,]., 41, 42 Barab, 5.,104 Barr,R.,44 Baumrind, D., 193 Beane,]., 103, 105 Becker,W, 183 Bennett, N., 198 Berk, 1., 79, 193,286,334,380, 398 Berliner, D., 5, 20, 27, 107, 128, 129 Bernard, B., 46 Blackburn, M., 406 Blair,]., 18, 19,23 Bloom, B., 50, 53, 86,177,312 Blumberg, P., 335, 336 Blumenfeld, P., 83 Borg,W, 214 Borko, H., xi, 14, 159 452 Bowers, A., 53 Bowie, R., 41 Bradley, A., 83 Bradley, D., 60 Bradsher, M., 307 Bransford.]., 336, 338 Brophy,]., 8, 45, 46,105,216,217,374 Brown, A., 233, 235, 272 Brown, D., 82 Bruner,].,258 Bruning, R., 8,131,166,195,233,339, 372 Bryan,]., 132 Bull, R., 401 Bullock, A., 24, 25 Bullough, R., 107 Burns, R., 211 Burstyn,j.,217 Busmeyer,j.,258 Byrnes.]., 286 Calderhead,J., 130 Cameron, c., 207 Canter, 1., 201 Carlsen,W, 78,138 Carnine, 0.,143 Carrier, c., 404 Carrol,W,343 Carter, c., 105 Carter, K., 125 Cazden, c, 36, 135, 314 Charles, c., 196,212,213,214 Chaskin, R., 123 Chekles, K., 52 Cheng, 1. R., 414 Chewprecha, T., 174 Chinn, c., 262 Clandinin,]., 83 Clark, c., 75, 76, 83,84,88 Cobb, P., 329 Cochran-Smith, M., xii AUTHOR INDEX • Cognition and Technology Group at Vanderbilt, 344, 345 Cohen, Eo, 52, 53, 288, 290, 309, 333, 334,363,398 Coleman,].,6 Collins, Mo, 150 Confrey,].,258 Connell,]., 124 Cooper, Hi, 375, 416 Como, L., 375 Crooks, T., 416 Cruickshank, n, 135, 138,385 Cuban, L., 36,358,379 Curtis, L., 201 Curwin, n., 190, 192,201 Dahlof, 0., 399 Darling-Hammond, L., 4, 81 Davis, Go, 56 Davis, Ho, 336 Delgado-Gaiton, C, 209 Delpit, L., 41 Derry, So, 271 Dewey,]., 329 Deyhle, n, 413 Diaz, n., 57 Diem, n., 104 Dillon,]., 176,310,315 Dole,]., 191,261,262 Doyle,W, 18, 125, 191, 193,212,362 Dreisbach, Mo, 404 Drexler, No, 112 Duffy, Go, 170, 171 Duffy,T., 328, 369 Dunkin, Mo, 5,135 Dunkle, Mo, 338 Dunn, n., 57, 58 Dykstra, n, 78 Educational Testing Service, 19 Eggen,P.,8, 15, 16,43,55,62,79, 80,97,108,128,133,139,140, 153,159,160,162,165,172, 215,230,231,234,235,262, 286,287,305,316,331,337, 453 339,340,341,360,362,367,379, 381,385,409 Elam, So, 190 Elbaum, n. 318 Ellis, 50,207 Elwall, Eo,49 Emmer, Eo, 128, 139, 199,204 Epstein,]., 207, 417 Everson, Ho, 404, 405 Evertson, C, 128, 139, 199,204 Eysenck, Mo, 338 Farr, C, 56 Fatemi, Eo, 12 Feldman, So, 23 Fensham, P., 4 Fine, L., 51 Fisher, C, 129,374 Fitzgerald,].,43 Fleming, Mo, 400 Porcier.R;., 111, 112, 162,239,427 Frank, n., 57 Frederick,W,128 Fuchs, n, 318 Fuchs, L., 319 Furtado, L., 104 Gage, No, 6, 7,168,263,269,311,375, 388 Gagnon, Go, 331, 334 Gall, Mo, 165,310,313 Gardner, n., 51 Gay, G., 37 Gersten, n., 42, 362, 368 Gladney, L., 47 Glasser,W, 215 Glickman, C, 138 Glover.]., 262 Golden, No,64 Gollnick, o., 41, 42 Good, T., 6, 35,54,89, 130, 132, 133, 164,167,176,181,182,231,309, 330,336,369,371,399,404 Goodenow, C, 8, 124 Goodlad,].,379 454 • AUTHOR INDEX Gordon, T., 215 Grabinger, R., 328 Graham, S., 64 Greeno,]., 261 Gronlund, N., 93, 398, 408, 409 Gullickson, A., 401 Gump, P., 211 Guskey, T., 109 Guthrie, L., 112 Guzetti, B., 164 Hallahan, D., 62 Hallinan, M., 54 Hamilton, R., 164, 167 Hardiman, P., 272 Hardman, M., 50, 60, 63, 196,308 Harris, L., 217 Harrow, A., 87 Harry, B., 208 Haschak,].,104 Hativa, N., 64 Hayes,]., 46, 339 Haynes, N., 46 Heath, S., 36 Henderson,]., 164, 167 Herber, P., 277 Herman,]., 408, 410, 412 Heward,W, 59, 60, 61, 63 Hill, D., 201 Hill,]., 84 Hines, C, 135, 136 Hmelo, C, 328 Holley, C, 381 Holt,]., 341 Hoover-Dempsey, K., 209 Hudley, C, 47,217 Humphrey, E, 214 Individuals with Disabilities Education Act Amendments, Pub.L.No. 105-17, 1,59 Interstate New Teacher Assessment and Support Consortium (INTASC), 20 Jackson,P., 12, 18, 195 Jacobs, H., 102 www.ablongman.com/kauchak4e Jacobsen, D., 98 Jacobson, L., 315 Jensen,A.,50 Johnson, D., 295 Jonassen, D., 239, 362 Jones,v., 191, 193,200,212, 214 Julyan, C, 306 Kagan, D., 131 Kagan,]., 57 Kagan, S., 131,290,295,298, 309 Kalechstein, P., 404 Karweit, N., 127, 128 Kauchak, D., 106 Kerman, S., 134, 167 Kika, E, 398 Klausmeier, H., 256 Knight, C, 58 Kohn,A.,315 Kounin.j., 194,209,211,212, 214 Krajcik,].,328 Krathwohl, D., 86 Kruger, A., 316, 317 Labov,W,41 Lambert, N., 153,360, Langer,]., 172 Lankes,A.,25 Larrivee, B., 60 Leander, K., 261 Lee,]., 217 Lee,V.,125 Leinhardt, G., 18,366 Lemke,]., 388 Lepper, M., 140,234 Levin, H., 48 Levin, T., 196 Levine, D., 125 Lewis, R., 65 Limber, S., 217 Linn, R., 407 Logan, G., 366 Lopez, G., 207 AUTHOR INDEX • Lovett, M., 340 Loyd,B., 415 Mabry, L., 410 Macionis,]., 34, 44 Maddox, H., 136 Maehr, M., 416 Mager, R., 93 Male,M.,64 Manno, B., 82 Manzo,K.,83 Marshall, H., 8 Martin, D., 24 Marzano, n., 123,408 Maxwell, N., 328 Mayer, R., 8,136,230,341,343 McCarthy,]., 193 McCarthy, So, 10 McCaslin, Mo, 192 McCombs, n., 124,332,335 McCutcheon, Go,76, 80, 81, 89, 90,106, 107,108 McDaniel-Hine, L., 84 McGreal, T., 129, 167,205,374,375 McLaughlin, n., 201 McTighe,].,410 Means, Bo,48 Medley, 0.,5 Mehrens,W, 414 Meichenbaum, Do, 57 Meng,K.,57 Mercer, c., 65 Mercer.]., 51 Messick, So, 57, 410 Miller, So, 48 Missouri Department of Elementary and Secondary Education, 81 Mitchell, M., 80 Moles, 0., 217 More Families in Poverty, 11,43 Morine-Dershimer, Go, 75, 105, 192 Morrison, Go, 427 Murnane, Ro, 44 Murphy,]., 374 Murray, E, 18 455 National Board for Professional Teaching Standards, 20, 22 National Commission on Excellence in Education, 44 National Council ofTeachers of Mathematics (NCTM), 10, 81 Neale, D., 75, 105 Needels, Mo, 234 Newby, T., 65, 422 Nissani, M., 262 Noblit, Go, 124 Nosofsky, n., 258, 265 Novak,].,381 Nucci, L., 86, 214 Nystrand, M., 129 Oakes.]., 54 Office of Bilingual Education and Minority Language Affairs, 40 Olsen, D., 82 Olson, L., 19 Oregon Department of Education, 81 Orlich, D., 98 Ormrod,]., 287, 316, 338 Osborne,]., 235, 350 Oser, E, 310, 316, 317 Paivio, A., 265 Paulson, E, 413 Peha,].,307 Peregoy, So, 38, 41, 43 Perkins, D., 364 Perry, Mo, 342 Perry, n., 132 Peterson, P, 46, 77, 89,105,107 Phillips, D., 230 Philips, S., 36 Pintrich, P, 78,131,140,164,171,195, 234,295,373,404,405 Plake, n., 401 Pogrow, So, 48 Poole, Mo, 131 Portner,]., 105 Prawat, n., 339 456 • AUTHOR INDEX Presidential Task Force on Psychology in Education, 9 Ravetta, M., 43 Redfield, D., 176 Reed, S., 342,343 Resnick, 1., 139,290,343 Reynolds, R., 388 Rickford,].,41 Rist, R., 41 Roblyer, M., 12,64,111,240,422 Rose, 1., 190,315 Rosenfield, P, 198 Rosenshine, B., 5, 59, 175, 176,212, 362,373,374 Ross,]., 77 Roth, K., 105 Rothman, R., 48 Rottier, K., 307 Rowe,M., 166, 174 Rusnock, M., 128 Rutherford, E, 83,232 Saigh, P, 405 Saracho, 0., 57 Sardo, 0., 89, 105,106 Sattler,]., 50 Schauble, 1., 272 Schmidt, P, 42 Schnaiberg, 1., 42 Schoenfeld, A., 344 Schramm, S., 105 Schrum, 1., 12 Schunk, 0., 341 Schwartz, B., 258,265 Schwartz, N., 389 Senftleber, R., 105 Sewall, G., 83 Shields, P., 39, 41 Shimron,]., 196 Shipman, S., 58 Shuell,T., 120, 128, 164, 167, 168,261, 360 Shuhnan,].,260 Shuhnan,L.,,5,6,13,78,260 www.ablongman.com/kauchak4e Shumow, 1., 40 Sieber, R., 214 Sikula,].,4 Skinner, E., 124 Slavin, R., 4,16,44,56,109,110, 111,287,288,294,295,296, 298,300,301,308,318,319, 327,328 Smith, 0., 61 Smith.j., 135 Smith, 1., 135, 136 Smyth,]., 128 Snider,V,58 Snow,R.,56 Snyder, S., 135 Snyderman, M., 50 Solomon, G., 278 Speidel, G., 41 Spencer, 0., 42 Spiro, R., 238 Stallings,]., 128, 176 Stepien,W,328 Stern, E., 342 Sternberg, R., 50, 51, 52, 328 Stiggins, R., 398,407,408,410,412, 417 Stipek, 0.,110,124 Stoddart,T., 8,11,40 Sund,R.,90 Taylor,]., 41 Taylor, P, 106 Teachers and Technology, 12 Teddlie, C, 191 Tennyson, R., 144,258,261,264,271 Tierney, R., 110 Tishman, S., 191 Tobin, K., 15, 174 Top, B., 56, 318 Turnbull,A., 55, 60 Tyler, R., 84, 93 U.S. Census Bureau, 11, 33, 34, 43 U.S. Department of Education, 11,40, 61 AUTHOR INDEX • van den Heuk, Mo, 336 Vars, Go, 105 Vasa, S., 204 Veenman, So, 12,79 Villegas,A., 34, 35, 36, 37 Virginia Board of Education, 82 Vygotsky, L., 287, 364 Walberg, n., 375 Walczyk,J.,57 Wang,M., 12,45,46,47, 164, 191 Washington,V.,41 Wattenmaker, W, 258 Waxman, Ho, 47 Weaver, L., 40 Webb, N., 309 Weiland, a, 278 Weinert, E, 363, 366 Weinstein, c., 195 Weinstein, R., 12 Wertsch,J.,363 457 White, B., 77, 84 White, Mo, 212 Wigfield, A., 405 Wiley, D., 128 Williams, S., 345 Willoughby,T.,389 Wilson, So, 13, 14 Winitzky, No, 38, 382 Winne,P.,176 Wirth,A.,lll Witkin, H., 56, 58 Wlodkowski, R., 134 Worthen, B., 397, 407, 408 Wynne, Eo, 315 Yinger, n., 89,106 Young, s., 11,34 Zahorik,J., 79, 80, 105, 107,234,286 Zimmerman, B., 132,341 Ziomek, R., 412